Abstract: Objective To explore and evaluate the application of peer-assisted learning(PAL) teaching in the clinical skills of gastroenterology department. Methods The teaching and practice of abdominal puncture and gastric tube retention were carried out in 87 medical interns of Xinhua Hospital in 2015-2017, of which 43 were along to the control group, and 44 were along to the test group. The traditional teaching method was used in control group while the PAL teaching was received in test one. The practice test and theoretical examination results were compared in the two groups. The assessment about the ability of the critical thinking ability on the 7 dimensions was used. Besides, the effect of teaching was evaluated through a questionnaire survey. Results The scores of abdominal puncture and gastric tube operation in test group were (84.86 ±4.54) and (83.76±4.14), respectively, higher than those of the control group (80.09±4.64) and (79.79±5.05), with statistical significance (all P<0.05). The difference between two groups in the total scores of practice test and theoretical examination was statistically significant [(83.75 ±2.35) vs (80.92±3.63), P< 0.05]. The total score of critical thinking ability in test group (217.62 + 31.76) was superior to that of the control group (80.92 + 3.63) (P<0.05). It had obvious advantages in “finding the truth”, “systematized ability” and “self-confidence” (all P<0.05). Conclusions PAL teaching could improve the practical skills and critical thinking ability. More communication and collaboration among students occurred during the PAL teaching. Therefore, it had certain feasibility.

Key words: Peer-assisted learning teaching, Internal medicine, Practice, Application