【摘要】 目的 针对传统超声医学教学中实践机会少、学生参与度低、教学反馈不足等问题，探索将人工智能(AI)技术融入BOPPPS教学框架并联合虚拟仿真平台的新型教学模式在超声医学研究生教学中的应用效果。方法 选取2024年9月—2025年8月在华中科技大学第一临床学院超声医学教研室学习的52名研究生，按1∶1比例随机分为试验组与对照组。对照组采用传统教学模式，试验组实施“AI赋能BOPPPS联合虚拟仿真”教学模式。该模式通过AI技术整合虚拟仿真系统，构建高保真的心脏超声检查环境与操作流程，结合BOPPPS六环节开展教学。比较两组学生的理论与操作考核成绩、教学活动参与度及教学满意度。结果 试验组理论考核成绩(95.12±2.09分)和操作考核成绩(95.65±2.21分)均显著高于对照组(分别为91.12±3.35分和91.62±4.32分，P<0.001)。在教学参与度方面，试验组课前视频观看率、练习完成率及课中发言次数均明显优于对照组(P<0.001)。教学满意度调查显示，试验组满意率达96.15%，显著高于对照组的73.08%(P=0.021)。结论 “AI赋能BOPPPS联合虚拟仿真”的教学模式能有效提升超声医学研究生的理论水平与实践能力，增强学习主动性和课堂参与度，获得更高的教学认可度。更多还原

【Abstract】 Objective To address issues in traditional ultrasound medical teaching such as limited practical opportunities,low student engagement,and insufficient feedback,this study explores the application effect of a novel teaching model integrating Artificial Intelligence( AI) technology into the BOPPPS framework combined with a virtual simulation platform for ultrasound medical graduate students. Methods Fifty-two graduate students studying at the Department of Ultrasound Medicine,First Clinical College of Huazhong University of Science and Technology,from September 2024 to August 2025,were selected and randomly divided into an experimental group and a control group at a 1 ∶ 1 ratio. The control group received traditional teaching,while the experimental group underwent the “AI-Empowered BOPPPS Combined with Virtual Simulation” teaching model. This model integrates virtual simulation systems via AI technology to construct a high-fidelity cardiac ultrasound examination environment and operational workflow,conducted through the six phases of BOPPPS. Theoretical and operational assessment scores,teaching activity participation,and teaching satisfaction were compared between the two groups. Results The experimental group’s theoretical scores( 95. 12 ± 2. 09) and operational scores( 95. 65 ± 2. 21) were significantly higher than those of the control group( 91. 12 ± 3. 35 and 91. 62 ± 4. 32,respectively; P < 0. 001). In terms of teaching participation,the experimental group demonstrated significantly higher pre-class video viewing rates,practice completion rates,and in-class speaking frequency compared to the control group( P < 0. 001). The teaching satisfaction survey showed a satisfaction rate of 96. 15% in the experimental group,significantly higher than the 73. 08% in the control group( P = 0. 021). Conclusion The “AI-Empowered BOPPPS Combined with Virtual Simulation” teaching model effectively enhances the theoretical knowledge and practical skills of ultrasound medical graduate students,boosts learning initiative and classroom engagement,and achieves higher teaching recognition.更多还原