Application and Practice of BOPPPS Teaching Model in Postgraduate Academic English Courses at Guilin Medical University under the OBE Concept

Abstract

Against the backdrop of the New Medical Science Initiative, cultivating medical postgraduates with international research communication competence is central to medical education reform. As a core compulsory course, Academic English prepares postgraduates for foreign-language literature reading, SCI paper writing and international academic exchanges. Nevertheless, it suffers from vague teaching objectives, insufficient classroom interaction, theory-practice disjunction and oversimplified assessment. Conventional lecture-based teaching fails to meet the practical English output demands of medical research talents. Guided by Outcome-Based Education (OBE), this study adopts the closed-loop six-phase BOPPPS model. Drawing on teaching practices for Pharmacy and Public Health postgraduates at Guilin Medical University, it develops an innovative academic English teaching system featuring online-offline integration, whole-process pre-to-post-class arrangement, and collaboration between the first and second classrooms. Through action research and controlled experiments, we restructure teaching objectives, design tiered content, deploy Rain Classroom-iTest dual online platforms, and apply a diversified assessment scheme with formative and summative evaluations each weighted at 50%. Practical data show that the OBE-BOPPPS experimental group achieves significantly better results than the control group in course participation, medical-English literacy, academic presentations and final scores. This model alleviates the over-emphasis on theory rather than practical output and provides a replicable paradigm for postgraduate public foreign-language reform in local medical universities.