Abstract: Objective To find the learning outcomes of application of a hybrid model of BOPPPS with CBL in “The Introduction to Clinical Medicine” for the medical laboratory technology specialty. Methods Sixty-eight undergraduate students from grade 2014 of the medical laboratory technology specialty in Hubei University of Chinese Medicine were randomly divided into experiment group and control group with 34 in each. The students in the experimental group use the teaching method based on BOPPPS mode in combination with CBL, and the students in the control group used traditional teaching methods. At the end of the course, the learning outcomes of students in the two groups was valued by questionnaire survey and examinations. Results The scores of students in the experimental group, including the total scores, the scores in the theoretical memorizing part and the scores in the clinical case analysis part, were significantly higher than those of the control group with statistical significance (all P<0.05). The results of the questionnaire survey showed that more students approved the new teaching method based on BOPPPS mode in combination with CBL, because it can be considered to be superior to the traditional teaching methods for the following aspects of “helping to improve the students' subjective initiative of learning”, “helping to deepen the students' understanding of theoretical knowledge and enhance the students' memory of theoretical knowledge” and “helping to improve the students' ability of clinical comprehensive analysis”, the differences were statistically significant (all P<0.05). Conclusions The hybrid teaching method based on BOPPPS mode plus CBL achieved better learning outcomes in the teaching of “The Introduction to Clinical Medicine” for the medical laboratory technology specialty. Especially, this new model contributes to enhancing the students' mastery of clinical theoretical knowledge and improving the students' ability of clinical comprehensive analysis, so this model is quite potential and needs continuous improvement during application.

Key words: BOPPPS teaching model, Case-based learning, The Introduction to Clinical Medicine, the medical laboratory technology specialty