Student-Centered Learning in Medical Imaging: Evaluating the Effectiveness of BOPPPS-Personalized Mind Map Integration

Backgroud: The BOPPPS model integrates Bridge-in (B), Objective (O), Preassessment (P1), Participatory learning (P2), Post assessment (P3), and Summary (S) to emphasize the student-centered teaching philosophy and structure the classroom instruction process. The application of personalized mind maps leverages the hierarchical organization of knowledge points, mirroring the the brain's cognitive process, thereby simplifying complex and monotonous content. This study aims to investigate the effectiveness of combining the BOPPPS model with personalized mind map (BOPPPS-personalized mind map) in the medical imaging education over a four-year period. Method: A total of 81 junior undergraduates in medical imaging technology in Chongqing Medical University were randomly assigned to two groups: the experimental group, consisting of 40 students in BOPPPS-personalized mind map group, and the control group, consisting of 41 students in the traditional lecture-based learning (LBL) group. Using the imaging manifestations of epidural hematoma (EDH) as an example, the experimental group was taught using the BOPPPS method, with personalized mind maps integrated into various stages of the lesson. In contrast, the control group followed the conventional LBL teaching approach. The post-assessment and final examination results were compared between the two groups, and questionnaire responses were analyzed. Results: There were no significant difference observed in age, gender and Human Imaging Anatomy scores between the two groups. Upon comparing the post-assessment scores of both groups, it was found that the experimental group achieved significant higher scores than the control group in multiple-choice questions, case-analysis questions, and overall scores (all P < 0.05). Notably, while there was no statistical difference in the final scores between the two groups (P > 0.05), the experimental group outperformed the control group significantly in case analysis questions (P < 0.001). Qualitative analysis of the questionnaire response indicated a stronger recognition and preference for BOPPPS-individualized mind map teaching method within the experimental group. Quantitative analysis further revealed that students in the experimental group attained significantly higher average scores compared to those in the control group (all P < 0.01). Conclusion: This BOPPPS-individualized mind map teaching method demonstrates a positive impact on medical imaging instruction, thereby strongly recommending its border implementation.