【摘要】 目的：探讨BOPPPS教学模式在肿瘤科CBL阶梯式临床教学中的应用效果。方法：选取2024年9月—2025年6月至南京医科大学第一附属医院肿瘤科实习的72名临床专业学生，以2024年9月—2025年1月实习的34名学生为对照组，以2025年2月—2025年6月实习的38名学生为试验组。对照组采用常规教学模式；试验组采用BOPPPS联合CBL阶梯式临床教学模式。比较两组学生的综合成绩（理论知识、课堂表现和操作技能）、临床思维能力等。结果：教学结束后，试验组理论知识、课堂表现和操作技能分数均高于对照组（P<0.05），试验组批判性、循证性和系统性临床思维能力评分均高于对照组（P<0.05）。结论：将BOPPPS教学模式应用于肿瘤科CBL阶梯式临床教学可有效提高学生综合成绩和临床思维能力。更多还原

【Abstract】 Objective: To explore the application effect of the BOPPPS(Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) teaching model in case-based learning(CBL) stepped clinical teaching in the oncology department. Methods: 72 clinical students who interned in the Department of Oncology of the First Affiliated Hospital with Nanjing Medical University from September 2024 to June 2025 were selected, 34 students interned from September 2024 to January 2025 as the control group, and 38 students interned from February 2025 to June 2025 as the experimental group. The control group adopted the conventional teaching model, while the experimental group adopted the BOPPPS combined with CBL stepped clinical teaching model. The comprehensive scores(theoretical knowledge, classroom performance and operational skills) and clinical thinking ability of the two groups of students were compared. Results: After the teaching, the scores of theoretical knowledge, classroom performance and operational skills of the experimental group were higher than those of the control group(P<0.05). After the teaching, the scores of critical, evidence-based and systematic clinical thinking abilities of the experimental group were higher than those of the control group(P<0.05). Conclusion: Applying the BOPPPS teaching model to CBL stepped clinical teaching in the oncology department can effectively improve students’ comprehensive performance and clinical thinking ability.更多还原