Impact of an integrated Structured BOPPPS model Workshop conducted on Arterial Blood Gas (ABG) Analysis Skills and Knowledge Among MBBS Students.

Purpose: Arterial Blood Gas (ABG) analysis is a critical diagnostic tool in clinical practice. However, students often struggle with ABG interpretation due to limited practical exposure. The aim of this workshop was to evaluate effectiveness, including the acquisition of knowledge and skills about arterial blood gas (ABG) analysis and its interpretation. It also addressed the gap by combining hands-on training, interactive learning, and case-based discussions. Methodology: An educational intervention using the BOPPPS model was conducted on MBBS students enrolled in the Gas Savy workshop organized by the Research Cell of our institution. Retrospective analysis was done for anonymized data. The structured, validated pre-test, post-test questionnaires, and feedback data were used to assess the workshop's effectiveness and overall impact on participants’ learning outcomes. Statistical analysis: Descriptive statistics, Paired t test for pre- and post-test data, and feedback analysis were conducted through Jamovi 2022 (Version 2.3) and ATLAS.ti software. A p-value of < 0.05 was considered statistically significant. Results and discussion: The Chi-square test performed on pre- and post-test showed statistically significant improvement in knowledge acquisition with a p-value of < 0.001. Cohen’s d was calculated to measure the impact, and it was found to be 1.34, showing a high impact of the workshop on students' understanding of ABG. The feedback highlighted positive responses emphasizing the enhancement of clinical reasoning skills for the participants and appropriate resource management, sequencing, and designing of the workshop by the organizers. Participants also opined that case discussions, hands-on ABG sample collection, and pre-analytical error analysis were highly useful. Topics on compensation, respiratory abnormalities, and mixed ABG cases enhanced understanding. Interactive sessions and practice questions were valuable, while areas for improvement included simplifying calculations and more practice with arterial lines as revealed by thematic analysis of qualitative data. Conclusion: The study showed that the structured integrated workshop significantly increased the knowledge acquisition of the MBBS students and was an effective method of imprinting the knowledge of ABG.