评价改良Peyton教学法在神经内科临床操作技能教学中的应用效果。

将2021年10月至2022年6月在北京大学第三医院神经内科参加临床实习的临床医学八年制医学生共54人随机分为试验组（27人）和对照组（27人），分别采用引入标准化教学流程和角色互换模式的改良Peyton教学法和传统床边教学法进行神经系统体格检查的教学。分别采用t检验和非参数检验比较2组的体格检查考核成绩和问卷调查结果。

试验组与对照组体格检查考核成绩分别为（18.6±0.7）分和（18.7±0.7）分，2组间差异无统计学意义（t=0.707，P=0.483）。问卷调查显示多数试验组学生对改良Peyton教学法做出了正面评价，63.0%的学生认为有必要在临床操作技能教学中应用改良Peyton教学法。

改良Peyton教学法的教学效果与传统教学法相当，适合在神经内科操作技能教学中应用。

To evaluate the application effect of the improved Peyton's teaching method in teaching clinical operation skills in Neurology Department.

A total of 54 clinical medical students of the eight-year program who participated in clinical practice in the Department of Neurology of Peking University Third Hospital were randomly divided into the experimental group (27 students) and the control group (27 students). The improved Peyton's teaching method, which adopted the standardized teaching process and role exchange model, and the traditional bedside teaching method were used to teach the physical examination of the nervous system, respectively. The physical examination scores and the results of a questionnaire of the two groups were compared with t-test and non-parametric test, respectively.

The physical examination scores of the experimental and control groups were 18.6±0.7 and 18.7±0.7, respectively. No significant differences were found between the two groups (t=0.707, P=0.483). The survey by questionnaire showed that most students in the experimental group gave a positive evaluation of the improved Peyton's teaching method, and 63.0% of students believed that it was necessary to apply the enhanced Peyton's teaching method in clinical operational skills teaching.

The teaching effect of the improved Peyton's teaching method is similar to that of the traditional teaching method, which is suitable for teaching operational skills in Neurology Department.