Abstract: The teaching content of hepatobiliary surgery-related diseases accounts for a big proportion in the surgical curriculum, with various teaching forms. It is difficult for students to accept and adapt from basic courses to clinical courses. Therefore, in order to help students to adapt this change and achieve good teaching effects, it is inevitable to put forward higher requirements on teachers’ teaching ability, skills, methods. BOPPPS teaching mode is a goal-oriented, student-centered teaching mode, can better stimulate students’ interest in learning, promote students’ participation in class, and enhance the learning effect. The BOPPPS teaching mode has been used in many universities worldwide, yet the better integration of BOPPPS teaching mode and hepatobiliary surgery teaching still needs to be constantly explored and investigated. We first attempted to implement the combination of BOPPPS teaching mode and hepatobiliary surgery teaching course (abdominal injury), and used several methods, like WeChat, questionnaires, teacher-student interaction, student-student interaction to arouse students’ learning interest and initiative. The students were active in class and responded enthusiastically. After the class, they gave positive feedback to the BOPPPS teaching mode. According to students' feedback, we summarize the strengths, weaknesses and improvement measures of BOPPPS teaching mode, which will be of great help for better teaching in the future.

Key words: BOPPPS teaching mode, hepatobiliary surgery, abdominal injury, participatory learning