目的 构建并实证基于BOPPPS模型的系统解剖学双师协同教学模式，以有效解决基础与临床脱节问题，培养学生的临床思维与批判性思维。方法 基于BOPPPS模型和认知负荷理论，以“依据输卵管解剖特征设计个体化妊娠术式”与“在不同子宫切除术中准确识别需切除的目标解剖结构”为核心任务，构建女性生殖系统双师协同教学模式，开展了两项研究：对照研究选取承德医学院2025级临床医学专业两个平行班，实验组（n=36）接受双师协同教学，对照组（n=36）接受传统教学，比较两组章节测试成绩（满分30分）并调查实验组即时满意度；追踪研究以承德医学院2020级临床医学3班（n=35）为对象，接受双师协同教学，于课程结束后和临床实习后进行问卷调查。结果 2025级实验组章节测试总分 26.0 (23.3, 28.0)、基础知识题得分 14.0 (13.0, 14.0) 及综合分析题得分12.0 (10.3, 14.0) 均显著高于对照组22.0 (18.3, 24.0)、13.0(10.0, 14.0)及9.5(8.0, 10.0)，P<0.05。2020级和2025级即时问卷（7个条目）学生满意度为80%~97%；2020级追踪性问卷（5个条目）中，学生在“实习后更认同解剖课融入临床思维训练非常重要”与“课程对实习产生积极长远影响”两项评分均为4.73±0.52，在“双师协同模式能训练临床思维能力”评分为4.57±0.68。结论 本案例将解剖与临床知识深度融合，构建了“解剖-临床双师协同”教学模式，有效解决传统解剖教学中与临床脱节、高阶思维培养不足的核心痛点。该模式将高阶思维培养内嵌于知识深层应用的过程中，有效促进了知识内化、临床思维和批判性思维的培养，课堂满意度高，取得了即时与长期的双重积极效果，为医学基础课程教学改革提供了可推广的创新设计方案。

Objective To construct and empirically validate a BOPPPS model-based dual-tutor collaborative teaching model in systematic anatomy, aiming to effectively address the disconnection between basic and clinical sciences and cultivate students’ clinical and critical thinking. Methods Based on the BOPPPS model and cognitive load theory, an anatomy-clinical dual-tutor collaborative teaching model for the female reproductive system was constructed. This model was developed by defining core tasks, namely “designing individualized surgical procedures for ectopic pregnancy based on fallopian tube anatomical features” and “accurately identifying the target anatomical structures required for resection in different hysterectomy scenarios”, to refine teaching objective  and reshape content. Two studies were conducted: One was controlled study, which selected two parallel classes of the 2025 cohort (clinical medicine major), with the experimental group (n=36) receiving the dual-tutor collaborative teaching and the control group (n=36) receiving traditional teaching, comparing chapter test scores (full mark: 30 points) and investigating immediate satisfaction of the experimental group; Another was follow-up study, in which the 2020 cohort (class 3, n=35) received the dual-tutor collaborative teaching, with immediate post-course questionnaires and follow-up questionnaires after clinical internship. Results The chapter test scores of the 2025 experimental group ［total score 26.0 (23.3, 28.0), basic knowledge 14.0 (13.0, 14.0), comprehensive analysis 12.0 (10.3, 14.0)］ were significantly higher than those of the control group ［22.0 (18.3, 24.0), 13.0(10.0, 14.0), 9.5(8.0, 10.0), respectively, all P<0.05］. The immediate questionnaire (7 items) for both the 2020 and 2025 cohorts showed student satisfaction ranging from 80% to 97%. In the 2020 follow-up survey (5 items), students rated highly on “I now recognize even more after the internship the importance of integrating clinical thinking training into the anatomy course” (4.73±0.52) and “The course has had a positive long-term impact on my internship” (4.73±0.52). The score for the statement “The dual-tutor collaborative model can train clinical thinking ability” was 4.57±0.68. Conclusion This study deeply integrates anatomical and clinical knowledge to construct the aforementioned teaching model, effectively addressing the core issues of disconnection from clinical practice and insufficient cultivation of higher-order thinking in traditional teaching. By embedding higher-order thinking training into the deep application of knowledge, the model effectively promotes knowledge internalization and the development of clinical and critical thinking, resulting in high classroom satisfaction and achieving positive outcomes both immediately and in the long term. It provides an innovative and generalizable design scheme for the reform of basic medical courses.