探索BOPPPS模式联合多媒体手术视频在食管癌微创外科临床教学中的应用效果，明确该教学模式对学生相关知识点的辅助作用，为胸外科临床教学模式优化提供实践依据。

以中山大学医学院临床医学专业2个平行班级的学生为研究对象，将其分为实验组与对照组。采用单盲设计，所有参与研究的学生均不知晓自身被分入实验组或对照组。两组均开展以"食管癌根治术中淋巴结清扫"以及"内镜下黏膜剥离术（ESD）"为核心知识点的食管癌微创外科专题教学，对照组采用传统教学模式，通过展示解剖图谱结合理论讲解完成教学；实验组在多媒体手术视频教学基础上联合BOPPPS教学模式，将课程设计为课前-课中-课后阶段，通过课前小测等内容了解学生在食管癌TNM分期、相关治疗以及淋巴结清扫相关方面知识的薄弱点，课程中额外引入食管癌根治术中淋巴结清扫环节以及ESD多媒体手术视频，以动态演示手术操作流程、解剖结构识别及关键操作要点辅助教学。课程结束后，实验组和对照组统一通过课后测试、1周后的客观结构化临床测试（OSCE）以及1月后的再次课后测试考察评估学生食管癌TNM分期、相关治疗以及淋巴结清扫相关方面知识掌握程度，同时以匿名问卷调查收集教学满意度反馈。

实验组及对照组各有70名学生参与该研究。短期教学效果评价：实验组课后小测成绩显著高于对照组（P<0.01），其中实验组课后小测成绩显著高于课前小测（P<0.01），且实验组课后小测TNM分期及淋巴结清扫部分成绩显著高于课前小测（P<0.01），但ESD部分成绩课前与课后无显著差异（P＝0.47）。客观综合评价：实验组OSCE成绩显著高于对照组（P＝0.015）。长期教学效果评价：实验组课后1月小测成绩显著高于对照组（P<0.01），但无论实验组还是对照组，课后小测与课后1月小测成绩均无显著差异。满意度调查：实验组大多数学生对该教学模式表示肯定，认为该教学模式对全面掌握课程理论知识具有积极帮助，有助于构建系统的知识体系。

在食管癌微创外科教学中应用多媒体手术视频联合BOPPPS教学模式，可有效提升学生对复杂手术操作知识点的理解与掌握，显著增强教学效果，为胸外科临床教学模式的创新与优化提供有力参考。

To explore the application effect of the BOPPPS model integrated with multimedia surgical videos in the clinical teaching of minimally invasive esophageal carcinoma surgery, clarify the auxiliary role of this teaching mode in enhancing students’ mastery of key concepts and provide practical basis for the optimization of teaching strategies in thoracic surgery.

Students from two parallel classes of clinical medicine majors from the School of Medicine of Sun Yat-sen University were selected as the research objects, and the students were divided into the experimental group and the control group respectively. This study employed a single-blind design, and all participating students were unaware of their assigned group. Minimally invasive esophageal carcinoma surgery thematic teaching with the core focus on "lymph node dissection in radical esophageal carcinoma surgery" and "endoscopic submucosal dissection (ESD)" was carried out in both groups. The control group adopted the traditional teaching model, which combined anatomical atlases with theoretical explanations. The experimental group applied the BOPPPS teaching model with the aids of surgical videos, with the course designed into pre-class, in-class and post-class stages. Pre-class quizzes were used to identify students’ knowledge weaknesses on esophageal carcinoma TNM staging, related treatments and lymph node dissection. During the course, additional multimedia videos of lymph node dissection in radical esophageal carcinoma surgery and ESD surgery were introduced to assist teaching by dynamically demonstrating the surgical operation process, anatomical structure and key operational points. After the course, students from both the experimental group and the control group took a unified post-class test, an Objective Structured Clinical Examination (OSCE) after one week, and another post-class test after one month to evaluate their mastery of knowledge of esophageal carcinoma TNM staging, related treatments and lymph node dissection. At the same time, anonymous questionnaires were used to collect feedback on teaching satisfaction.

There were 70 students each in both the experimental group and the control group. Short-term teaching effectiveness evaluation: the scores of the post-class quiz in the experimental group were significantly higher than those in the control group (P<0.01). In addition, the post-class quiz scores of the experimental group were significantly higher than the pre-class quiz scores (P<0.01). Furthermore, the scores of the experimental group in the TNM staging and lymph node dissection sections of the post-class quiz were significantly higher than those in the pre-class quiz (P<0.01), but there was no significant difference in the ESD section scores between pre-class and post-class quizzes (P=0.47). Objective comprehensive evaluation: the OSCE scores of the experimental group were significantly higher than those of the control group (P=0.015). Long-term teaching effectiveness evaluation: the quiz scores of the experimental group one month after class were significantly higher than those of the control group (P<0.01), but neither in the experimental group nor the control group was there a significant difference between the post-class quiz scores and the quiz scores one month after class. Teaching satisfaction survey: Most students in the experimental group affirmed the teaching model, believing that it had positive impact on helping them master the theoretical knowledge comprehensively and was conducive to constructing a systematic knowledge system.

The application of multimedia surgical videos combined with the BOPPPS model in minimally invasive esophageal carcinoma surgery teaching can significantly enhance students’ comprehension and mastery of complex surgical procedures, leading to markedly improved teaching outcomes. This approach provides a valuable reference for innovating and optimizing clinical teaching models in thoracic surgery.