Abstract: Objective To evaluate the application of  modified BOPPPS teaching model combined with case simulation teaching for postgraduates of anesthesiology professional degree in crisis management training of anesthesia. Methods This study adopted a retrospective controlled design. Postgraduate students pursuing a professional master's degree in anesthesiology at Beijing Friendship Hospital, Capital Medical University, who enrolled from September 2022 to September 2024, were selected as study subjects. According to the training approach, they were divided into a modified BOPPPS teaching group ((experimental group, n=32) and a traditional teaching group (control group, n=33). The teaching outcomes and knowledge acquisition were compared between the two groups. Results The differences between pre-class and post-class scores in the experimental group were statistically significant (P<0.05). After adjustment for pre-class scores, the post-class scores of the sleep apnea course and septic shock course in the experimental group were significantly higher than those in the control group (F=31.106; F=32.803). The end-of-year examination scores and operational performance scores of students in the experimental group were both higher than those in the control group (t=14.550; z=−5.057). In addition, the evaluations of learning interest improvement, problem-solving ability, and student satisfaction in the experimental group were significantly higher than those in the control group, and the differences were statistically significant (P<0.05). Conclusion Compared with the traditional teaching model, the modified BOPPPS teaching model combined with case simulation teaching can effectively improve pre-class quizzes, post-class quizzes, outcomes of end-of-year exam and operation scores. Moreover, it is more likely to stimulate students' learning interest and is worthy of promotion in clinical anesthesiology training.