Abstract: Objective To explore the effect of a teaching mode that BOPPPS combined with mobile APP in spinal surgery teaching. Methods In November 2017,a total of 72 students of the five-year clinical medicine major of 2014 from Jilin University Clinical Medical College were selected as research objects, and they were divided into the experimental group and the control group using a random number table, with 36 students in each group. The two groups of students were taught by a senior physician in theory, and were taught by five senior physicians in clinical teaching.The experimental group adopted BOPPPS mode combined with mobile APP application, while the control group adopted traditional teaching mode.The theoretical achievement and clinical skills of the two groups of students were evaluated respectively, and the feedback of the teachers and the two groups of students in the teaching process was collected by questionnaire survey. Results The average score of theoretical of the experimental group was higher than that of the control group [(81.33±9.73) vs. (73.21±9.98)]. The score of clinical skills of students in the experimental group were better than those in the control group in overall performance[(8.38±0.42) vs. (7.84±0.59)] . In terms of“learning interest”and “learning initiative”, the score of experimental group was better than that of the control group[(4.83±0.45)vs.(3.91±0.81), (4.64±0.59) vs. (3.78±0.68), all P<0.05]. The evaluation of improving teaching skills, the score of the experimental group teachers was higher than that of the control group teachers[(3.83±0.41) vs. (2.67±0.52), t=4.341, P<0.01]. Conclusions The teaching mode that BOPPPS combined with mobile APP application effectively improved the learning efficiency and improved the teaching skills of teachers in the teaching process of spinal surgery for undergraduates.

Key words: BOPPPS, Mobile APP, Spinal surgery, Clinical teaching