探索神经病学见习巡诊课程在八年制医学生临床见习中的应用现状及效果，为进一步完善并改革神经病学巡诊教学模式奠定基础。

选取2020年1月至2022年12月在北京协和医院神经科进行临床见习的2015级至2017级八年制医学生作为研究对象，见习巡诊课程采用基于案例学习（CBL）的教学方法。通过问卷调查分别对教学内容、教学形式、教学效果等维度进行满意度评价。

共128名八年制医学生完成问卷，应答率为63.1%。课程总体满意度为75.8%，学生在理论知识、实践运用、自主学习、解决问题和临床适应能力等方面得到了一定的提高，实习阶段学生对教学巡诊的满意度高于见习阶段学生，差异有统计学意义（P＜0.05）。但仍有部分学生对目前巡诊课程的教学效果与教学形式评价为一般或不满意，参与课程的积极性不足。部分学生对巡诊教学提出了宝贵的改进建议。

CBL教学法的神经病学见习巡诊课程可有效提高临床能力，但仍存在诸多不足，后续应从教师、学生、课程设置多层面精心设计并改进。

To investigate the effect of the neurological teaching rounds for medical students at the clerkship stage, and to lay a foundation for further improvement of the teaching rounds.

Medical students of the eight-year clinical medicine major of Peking Union Medical College enrolled from January 2020 to December 2022 who had participated in the neurological teaching rounds were included as the subjects.The course adopted case-based learning (CBL) teaching approach. The satisfaction of teaching content, teaching form, teaching effect, and other dimensions were evaluated through a questionnaire survey.

A total of 128 medical students completed the questionnaire, with a response rate of 63.1%. The overall satisfaction rate was 75.8%. Theoretical knowledge, practical ability, autonomous learning, problem-solving, and clinical adaptability had been improved through the rounds. Students at the internship stage were more satisfied with the course than those at the clerkship stage　(P＜0.05). However, some students were still dissatisfied with the effect and form of the teaching rounds. Valuable suggestions for improvement were raised.

The CBL teaching approach in neurological teaching rounds can improve clinical ability effectively, but deficiencies still exist. The course should be reasonably designed and improved from the aspects of both mentors and students.