BOPPPS联合情境模拟在妇产科危急重症临床教学中的应用研究

doi:10.3969/j.issn.2096-045X.2025.04.013

医学教育管理 ›› 2025, Vol. 11 ›› Issue (4): 450-455.doi: 10.3969/j.issn.2096-045X.2025.04.013

BOPPPS联合情境模拟在妇产科危急重症临床教学中的应用研究

马霞, 金海红, 应伟佳, 金筱筱^*

浙江省台州医院妇产科，台州 317000

收稿日期:2024-10-23 出版日期:2025-08-20 发布日期:2025-10-10
通讯作者: 金筱筱 E-mail:jxx@enzemed.com
基金资助:
1.温州医科大学高等教育教学改革项目（JG2023082）；2.台州恩泽医疗中心（集团）教学与住培科研专项基金项目（23EZJXZP01）

BOPPPS combined with situational simulation teaching model in clinical teaching of obstetrics and gynecology critical care

Ma Xia, Jin Haihong, Ying Weijia, Jin Xiaoxiao^*

Department of Obstetrics and Gynecology, Zhejiang Taizhou Hospital, Taizhou 317000, China

Received:2024-10-23 Online:2025-08-20 Published:2025-10-10

摘要/Abstract

摘要： 目的　探索“BOPPPS+情境模拟”教学模式在妇产科危急重症临床教学中的应用与实践效果。方法　选取2022年9月—2024年6月在浙江省台州医院妇产科临床学习的80名实习生为研究对象，按实习时间分组，将2022年9月—2023年6月实习的40名医学生设为对照组，采用基于问题的教学法（problem-based learning，PBL）；将2023年9月—2024年6月实习的40名医学生设为观察组，采用“BOPPPS+情境模拟”教学模式。比较两组学生的理论和实践考核成绩、学生综合能力及教学综合效果。结果　观察组学生的决策思维能力、医患共情能力、协作沟通能力及自主学习能力均优于对照组（P＜0.05）；观察组对于教学方式满意程度、课程内容掌握程度、课程学习互动程度和自我能力提升程度均高于对照组（P＜0.05）。结论　“BOPPPS+情境模拟”教学模式在妇产科危急重症临床教学中具有一定的教学优势。

关键词: BOPPPS教学, 情境模拟教学, PBL教学, 临床实践, 妇产科危急重症

Abstract: Objective　To explore the application and practical effect of the "BOPPPS+situational simulation" dual track model in clinical teaching of obstetrics and gynecology critical cases.Methods　A total of 80 interns in the Department of Obstetrics and Gynecology, Zhejiang Taizhou Hospital, from September 2022 to June 2024, were selected as the research subjects. They were grouped according to their internship time, with 40 interns from September 2022 to June 2023 as the control group, using the problem-based learning teaching model; 40 interns from September 2023 to June 2024 as the observation group, using the BOPPPS+situational simulation teaching model. The theoretical and practical assessment scores, comprehensive abilities of students, and overall teaching effect were compared between the two groups.Results　The excellent rate of theoretical examination and practical examination scores of the observation group were higher than those of the control group (P＜0.05), with inter-group differences; the decision-making thinking ability, doctor-patient empathy, collaborative communication ability, and autonomous learning ability of the observation group were all better than those of the control group, with inter-group differences (P＜0.05); the satisfaction degree of teaching method, mastery degree of course content, interaction degree of course learning and self-improvement degree of the observation group were all higher than those of the control group, with inter-group differences (P＜0.05).Conclusion　The BOPPPS+situational simulation teaching model has certain teaching advantages in clinical teaching of obstetrics and gynecology critical care.

Key words: BOPPPS teaching, situational simulation teaching, problem-based learning, clinical practice, obstetrics and gynecology critical care

中图分类号:

R71
G642

马霞, 金海红, 应伟佳, 金筱筱. BOPPPS联合情境模拟在妇产科危急重症临床教学中的应用研究[J]. 医学教育管理, 2025, 11(4): 450-455.

Ma Xia, Jin Haihong, Ying Weijia, Jin Xiaoxiao. BOPPPS combined with situational simulation teaching model in clinical teaching of obstetrics and gynecology critical care[J]. Medical Education Management, 2025, 11(4): 450-455.

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BOPPPS联合情境模拟在妇产科危急重症临床教学中的应用研究

BOPPPS combined with situational simulation teaching model in clinical teaching of obstetrics and gynecology critical care

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