ArticleBMC medical education2026
Effect of the BOPPPS model on pre-anesthesia care education for nurse anesthesia students in Iran: a quasi-experimental study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPre-anesthesia care plays a crucial role in patient safety. The present study aimed to investigate the effect of the BOPPPS model (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary) on the knowledge level, clinical skills, and satisfaction of anesthesia nursing students in the context of pre-anesthesia care education.
methodsThis quasi-experimental study employed a pre-test–post-test design and was conducted in 2025 at Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran. A total of 60 nurse anesthesia students in their second and third years were selected through convenience sampling and allocated into two groups: intervention (n = 30) and control (n = 30). Both groups received instruction on pre-anesthesia care. The intervention group was taught using the BOPPPS model, with structured pre-class and in-class learning activities, while the control group followed traditional methods. To evaluate participants’ knowledge and skills in pre-anesthesia care, a researcher-designed questionnaire and skills checklist were used, and students’ performance was further assessed at the patient bedside under the supervision of the research team. Additionally, those in the intervention group completed a satisfaction survey related to the course.
resultsBoth groups showed significant improvements in knowledge and skill scores after the intervention (P < 0.001), yet those taught with the BOPPPS model outperformed their peers in the control group on the post-test (P < 0.001). Additionally, the intervention group reported high satisfaction, with an average score of 48.53 out of 50 (SD = 1.59), indicating a very positive response to the BOPPPS-based instruction.
conclusionThe results of this study suggest that the structured, interactive nature of the BOPPPS teaching model may improve nurse anesthesia students’ knowledge, practical skills, and satisfaction in pre-anesthesia care. However, these preliminary findings require further validation in larger, multi-center studies to establish generalizability.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.