BOPPPS教学模式在医学教育中的应用探究——基于CiteSpace可视化分析

Exploration of the Application of BOPPPS Educational Model in Medical Education—Based on CiteSpace Visualization Analysis

摘要: 目的：回顾性研究BOPPPS教学模式在医学教育中的应用现状、研究热点，并探讨未来发展趋势，为该教学模式更好地融入并促进医学教育提供依据。方法：本研究通过CiteSpace可视化分析工具，对CNKI、万方、维普数据库中的相关文献进行发文量、合作作者和机构以及关键词分析，选取的引用量最高的10篇文献利用Nvivo Release1.7.2 (1650)逐字逐句手动进行三级编码和质性分析并绘制词云图。结果：研究共纳入932篇文献，发文量趋势整体上呈现上升状态；作者及机构整体合作较为分散；关键词相关分析显示研究多聚焦于“教学模式”探索及实践，“课程思政”等成为近年来的研究热点。结论：BOPPPS教学模式在医学教育中的应用多元且深入，目前呈现出以BOPPPS教学模式为核心，向课程思政、技术融合、跨学科实践等方向发展，通过强化医学生实践与创新能力，助力培养高素质复合型医学人才；通过组建BOPPPS研究联盟，设专项基金，实现跨地域、跨机构合作，知识传授与价值引领协同发展。未来，BOPPPS模式将与AI、虚拟仿真等技术结合，通过优化教学互动，提升数字化、智能化教学水平，推动医学教育向更高水平发展。

Abstract: Objective: To retrospectively examine the current application status and research hotspots of the BOPPPS instructional model in medical education, and to delineate its future trajectories so as to inform its deeper integration and sustained advancement within the field. Methods: Using CiteSpace as the scientometric platform, we conducted a comprehensive visualization analysis of publications harvested from CNKI, Wanfang and VIP. Analytical foci included annual output, collaborative networks of authors and institutions, and keyword co-occurrence patterns. The 10 most-cited papers were imported into NVivo Release 1.7.2 (build 1650). Each text was read line-by-line, manually coded in three iterative cycles, and then visualized as a word-cloud. Results: A total of 932 articles met the inclusion criteria. Overall publication volume exhibited an upward trend; however, both author- and institution-level collaboration remained fragmented. Keyword analytics revealed that scholarly attention has concentrated on the exploration and implementation of “instructional models”, while “curriculum-based ideological and political education” has emerged as a salient theme in recent years. Conclusion: The BOPPPS model has been deployed in medical education in a multifaceted and in-depth manner. Its evolution is now pivoting toward curriculum-based ideological and political education, technology integration and interdisciplinary praxis, thereby strengthening undergraduates’ practical competence and innovative capacity and ultimately fostering high-calibre, versatile medical professionals. We propose the establishment of a national BOPPPS research consortium and a dedicated funding scheme to facilitate trans-regional and inter-institutional collaboration, enabling the synergistic development of knowledge transmission and value cultivation. Prospectively, the BOPPPS framework is expected to converge with artificial intelligence and virtual simulation technologies, optimise instructional interaction, elevate the digital and intelligent dimensions of teaching, and propel medical education to a higher plane.