BOPPPS融合叙事医学在全科医学实习教学中的应用分析

Analysis of the Application of BOPPPS Integrated Narrative Medicine in General Practice Teaching

摘要: 目的：叙事医学是人文落地和实践的工具，BOPPPS模型是一种以学生为中心的模块化教学模式，可提高教学效果。本研究的主要目的是探讨BOPPPS融合叙事医学在全科医学实习教学过程方面是否优于传统教学方法。方法：选取2024.7.1至2025.10.31期间，在长治医学院附属和平医院全科医疗科实习的本科生，采用随机数字表法，分为观察组和对照组各40例进行教学观察。对照组采用常规教学，跟从指导老师进行日常查房、技能操作。观察组采用BOPPPS融合叙事医学的教学方法。课题结束后，对观察组、对照组进行考核和满意度调查。结果：观察组学生的叙事医学及全科人文的理论考核成绩、《杰斐逊共情量表》评分、医患沟通以及满意度调查，成绩均显著高于对照组，差异有统计学意义(p < 0.05)。结论：BOPPPS融合叙事医学的教学方式，能更好地激发学生的兴趣、实现教学目标，可提高学生的人文素养、医患沟通等能力，在全科医学理论及实践教学中有推广意义。

Abstract: Objective: Narrative medicine is a tool for the implementation of humanities and practice. The BOPPPS model is a student-centered modular teaching approach that can enhance teaching effectiveness. The main objective of this study is to explore whether the integration of BOPPPS and narrative medicine in the teaching process of general practice internships is superior to traditional teaching methods. Methods: Undergraduate students who were interning in the General Practice Department of Heping Hospital Affiliated to Changzhi Medical College from July 1, 2024 to October 31, 2025 were selected and randomly divided into an observation group and a control group, each consisting of 40 students, using a random number table method. The control group received conventional teaching, following their instructors for daily ward rounds and skill operations. The observation group was taught using the BOPPPS integrated with narrative medicine approach. At the end of the study, both groups were evaluated through theoretical tests, the Jefferson Scale of Empathy scores, doctor-patient communication skills, and satisfaction surveys. Results: The observation group performed significantly better than the control group in theoretical tests on narrative medicine and general practice humanities, Jefferson Scale of Empathy scores, doctor-patient communication skills, and satisfaction surveys, with statistically significant differences (p < 0.05). Conclusion: The BOPPPS integrated with narrative medicine teaching method can better stimulate students’ interest, achieve teaching objectives, and improve their humanistic qualities and doctor-patient communication skills. It has significant implications for the promotion in both theoretical and practical teaching in general practice.