Abstract: Objective This study aims to evaluate the application of BOPPPS teaching model combined with case and problem-based learning (CPBL) and the scenario simulation in cardiovascular internal medicine education. Methods The study included cardiovascular internal medicine graduates from the 2022 and 2023 cohorts. The 2022 cohort (n=12) served as the control receiving traditional teaching methods, while the 2023 cohort (n=16) was the experimental group, which utilized the BOPPPS model combined with CPBL and scenario simulation. The students theoretical examination scores were assessed and a questionnaire survey was conducted to evaluate self-assessment of abilities and teaching satisfaction among the students in the experimental group. Results The examination scores of experimental group were significantly higher (97.94±3.46) as compared to that of control group (69.13±12.88) (P＜0.05). Over 93.75% of the students in the experimental group strongly or somewhat agreed that the combined teaching model stimulated their learning interest, improved learning efficiency, facilitated their capacity building of autonomous learning, theoretical knowledge, helped establish clinical reasoning, and improved their teamwork skills. Additionally, over 93.75% of the students were highly satisfied with the course design, emphasizing key content, promoting teacher-student interaction, and expressed willingness to continue with this teaching method in the future. Conclusions The application of the BOPPPS teaching model combined with CPBL and scenario simulation in cardiovascular internal medicine education achieved excellent teaching outcomes. It effectively stimulated students interest in learning, enhanced autonomous learning abilities, and received high satisfaction ratings from students.

Key words: BOPPPS, CPBL, scenario simulation, teaching effect, cardiovascular internal medicine