Optimizing the BOPPPS–TBL Model in Clinical Urology: Balancing Cognitive Load and Experiential Learning

Clinical urology education involves complex diagnostic reasoning and procedural skills that often exceed students’ working memory capacity, resulting in cognitive overload and limited experiential transformation. To address the challenges, this study optimized the Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary–Team-Based Learning (BOPPPS-TBL) teaching model by integrating Kolb’s experiential learning theory (ELT) and Sweller’s cognitive load theory (CLT). The proposed dual-path model combines segmented cognitive regulation (e.g., pre-class micro-lectures to reduce intrinsic cognitive load) with an ELT-embedded TBL cycle (case experience → team reflection → theory refinement→ simulation practice) to balance cognitive demand and enhance experience transformation. A controlled instructional experiment was conducted among 100 clinical medical students. Cognitive load was measured using the National Aeronautics and Space Administration Task Load Index (NASA-TLX), and performance was assessed using the Objective Structured Clinical Examination (OSCE). Compared with the control group, the experimental group demonstrated significantly lower extraneous cognitive load (p < 0.05) and higher OSCE scores (+13.9%, p < 0.01). Case diagnosis accuracy improved by 20%, and students reported greater depth of reflection and higher satisfaction with the instructional process. These findings suggest that an ELT- and CLT-driven BOPPPS-TBL model can effectively regulate cognitive load, promote experiential learning, and improve clinical competencies in urology education, thereby providing empirical evidence for the reform of clinical surgical education.