Impact of an ISW-Informed BOPPPS Workshop on Knowledge, Attitudes, and Practice Among Clinical Teachers: A Mixed-Methods Study

Background Systematic improvement of clinical teachers’ instructional competence is pivotal for advancing medical education quality. This study aimed to assess the impact of an ISW-informed BOPPPS workshop on clinical teachers’ pedagogical knowledge, attitudes, and teaching practice, explore the challenges and support needs associated with its application in authentic clinical teaching settings. Methods A mixed-methods pre-post study design was adopted. Participants were 60 clinical teachers attending the workshop, with 54 valid questionnaires recovered (90% response rate). Quantitative data were collected using a self-designed questionnaire; Wilcoxon signed-rank test compared pre-training and post-training self-rated instructional competence scores. Thematic analysis was conducted on open-ended responses to supplement quantitative findings. Results After the training, teachers demonstrated high knowledge mastery of BOPPPS components (correct identification > 88.0%) and positive attitudes (agreement > 92.0% for all items). Significant improvements were observed across six self-rated competence dimensions, including instructional design, objective setting, interactive teaching, and teaching confidence (all p < 0.001). In practice, 79.6% integrated BOPPPS with other methods. However, Participatory learning emerged as the primary challenge (75.9%), mainly due to incompatibility with clinical workflow. The primary barrier was insufficient preparation time due to heavy clinical workloads (66.7%). Conclusion The ISW-BOPPPS workshop effectively enhanced clinical teachers’ pedagogical knowledge and competence and facilitated their initial application of the model in classroom teaching. Nevertheless, achieving in-depth and sustainable transformation of teaching behaviors within the complex clinical context remains fraught with considerable challenges. We recommend that future faculty development programs provide clinical practice-aligned teaching support resources and establish sustainable mechanisms for peer communication and feedback, so as to promote the effective implementation of pedagogical innovations in authentic clinical teaching settings.