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.