Objective To analyze the application of the BOPPPS teaching method in clinical clerkship in oral medicine. Methods A total of 291 undergraduates who took part in clinical clerkship in the Department of Stomatology Ⅱ of the First Afffliated Hospital of Qiqihar Medical University from September 2024 to June 2025 were selected. According to different teaching methods, they were divided into the control group (n=90) and the experimental group (n=201). The control group adopted the traditional clinical clerkship teaching mode, and the experimental group adopted the BOPPPS teaching method. The ffnal theoretical and practical skill examination scores, classroom subjective initiative and course satisfaction were compared between the two groups. Results The ffnal theoretical and practical skill examination scores of the experimental group were higher than those of the control group (P<0.05). The scores of classroom participation, group discussion enthusiasm, autonomous learning willingness, and frequency of questioning and expression in the experimental group were all higher than those in the control group (P<0.05). The course satisfaction scores of the experimental group were higher than those of the control group (P<0.05). Conclusion The BOPPPS teaching method can effectively improve the final theoretical and practical skill examination scores of undergraduates with clinical clerkship in oral medicine, enhance their classroom subjective initiative, and increase course satisfaction.