人工智能驱动的BOPPPS-TBL融合教学模式在普外科本科临床教学中的探索与实践

Objective To investigate the efficacy of the artificial intelligence(AI) powered BOPPPS-TBL integrated teaching model in undergraduate clinical education for general surgery. Methods A total of 90 clinical medicine undergraduates participating in clinical internships at our university from September 2025 to June 2026 were enrolled as subjects and randomly divided into a control group and an experimental group(45 students each). The control group received traditional general surgery teaching methods, while the experimental group adopted the AI-enhanced BOPPPSTBL integrated teaching model. Post-intervention comparisons were made regarding theoretical assessment scores, clinical operational skills scores, surgical reasoning ability scores, and teaching satisfaction between the two groups. Results After intervention, the experimental group demonstrated significantly higher scores than the control group in theoretical knowledge, clinical operational skills, surgical reasoning ability, and teaching satisfaction(P<0.05). Conclusion The AIpowered BOPPPS-TBL integrated teaching model markedly improves the quality of clinical education in general surgery, enhances students' clinical operational competencies and surgical-specific reasoning abilities, meets core instructional demands, and holds significant potential for widespread adoption.