BOPPPS模型快速干预对本科生医学英语自我效能感的即时效应初步探讨

A Preliminary Study on the Immediate Effect of Rapid Intervention with the BOPPPS Model on Undergraduate Students’ Self-Efficacy in Medical English

摘要: 目的：探讨BOPPPS模型快速干预模式对本科生医学英语自我效能感的即时效应。方法：用匿名问卷调查法，随机选取2024级临床医学专业两个平行班级作为实验组(n = 63)和对照组(n = 56)。实验组采用BOPPPS模型教学，对照组采用传统教学，收集有效问卷106份(实验组56份，88.89%；对照组50份，89.29%)，比较两组课前与课后的医学英语考试成绩、自我效能感评分及心理紧张度评分。结果：组内比较：对照组与实验组课后成绩及自我效能感均较课前显著提升，差异有统计学意义(均p < 0.05)；组间比较：课前两组基线水平，差异无统计学意义(p > 0.05)；课后，实验组在成绩(67.29 ± 26.48 vs 38.10 ± 17.61, p < 0.01)、自我效能感(44.63 ± 6.40 vs 40.58 ± 5.45, p < 0.01)方面均显著高于对照组，且心理紧张度显著低于对照组(3.50 ± 1.03 vs 2.29 ± 1.15, p < 0.01)，差异有显著统计学意义。结论：BOPPPS模型快速干预模式能显著提升本科生医学英语自我效能感的即时效应，提升学生自信。

Abstract: Objective: To investigate the immediate effect of a rapid intervention model based on the BOPPPS framework on undergraduate students’ self-efficacy in medical English. Methods: Using anonymous questionnaire surveys, two parallel classes of 2024 clinical medicine majors were randomly assigned to an experimental group (n = 63) and a control group (n = 56). The experimental group received instruction using the BOPPPS model, while the control group was taught using traditional methods. A total of 106 valid questionnaires were collected (56 from the experimental group, 88.89%; 50 from the control group, 89.29%). Medical English test scores, self-efficacy scores, and psychological tension scores were compared between the two groups before and after the intervention. Results: Intra-group comparisons showed that both the control group and the experimental group achieved significantly higher post-intervention test scores and self-efficacy scores compared to baseline, with statistically significant differences (all p < 0.05). Inter-group comparisons revealed no statistically significant difference in baseline measures between the two groups (p > 0.05). After the intervention, the experimental group demonstrated significantly higher test scores (67.29 ± 26.48 vs. 38.10 ± 17.61, p < 0.01) and self-efficacy scores (44.63 ± 6.40 vs. 40.58 ± 5.45, p < 0.01), as well as significantly lower psychological tension scores (3.50 ± 1.03 vs. 2.29 ± 1.15, p < 0.01) compared to the control group. The differences were statistically significant. Conclusion: The rapid intervention model based on the BOPPPS framework significantly enhances the immediate effect on undergraduate students’ self-efficacy in medical English and improves students’ confidence.