| Objective: To explore the application of the BOPPPS teaching mode in the teaching of physiotherapy based on the teaching characteristics of rehabilitation therapy. Methods: Undergraduate students majoring in rehabilitation therapy of grade 2019 and grade 2020 were selected as the research subjects. A total of 64 students in grade 2019 were treated as the control group with the traditional teaching mode, and 66 students in grade 2020 were treated as the intervention group with BOPPPS teaching mode. The self-directed learning ability, learning engagement, theoretical assessment, practical training skills assessment, and satisfaction with the teaching mode were compared between two groups. Results: After the intervention, the total score of self-directed learning ability in the intervention group was significantly higher than that in the control group, and the total score of learning engagement in the intervention group was also significantly higher than that in the control group (P=0.006). At the same time, the theoretical and practical assessment scores of the intervention group were significantly higher than those of the control group. The overall satisfaction of the intervention group with the teaching mode was also significantly higher than that of the control group (P＜0.05). Conclusion: The application of BOPPPS teaching mode in the teaching of physiotherapy not only enhanced students’ self-directed learning ability and learning engagement, but also improved their academic performance and satisfaction, optimizing the quality of teaching. |
