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目的:探讨讨论式教学方法在检体诊断学异常体征实习教学中的应用效果。方法:本研究采用试验对照方法。选取2018年4月至2019年7月在航天中心医院实习的北京大学医学部2015级和2016级五年制临床医学专业79名学生为研究对象。其中，2016级39名学生设为试验组，在传统教学方法的基础上增加讨论式教学方法；2015级40名学生设为对照组，采用传统教学方法。通过理论知识考试和对试验组学生的问卷调查评价教学效果。结果:试验组和对照组学生的理论知识考试异常体征成绩[(26.24±5.51)分比(21.16±5.33)分] 、总成绩[(84.72±8.50)分比(80.95±7.41)分]比较，其差异均具有统计学意义(均n P<0.05)。97.4%(38/39)的试验组学生满意讨论式教学方法。n 结论:讨论式教学方法有助于提高学生的理论知识考试异常体征成绩和总成绩，得到了学生的认可。“,”Objective:To explore the application effect of discussion teaching method in the practice training of physical examination diagnostics for abnormal physical signs.Methods:The experimental control method was used in this study. From April 2018 to July 2019, 79 five-year medical students who were enrolled in 2015 and 2016 majoring in Peking University Health Science Center interned in the Aerospace Center Hospital were selected as the research objects.Among them, 39 students of 2016 were set as the experimental group, adding discussion teaching methods on the basis of traditional teaching methods; 40 students of 2015 were set as the control group, using traditional teaching methods. Through the examination of theoretical knowledge and the questionnaire survey of the experimental group students, the teaching effect was evaluated.Results:The differences between the experimental group and the control group in abnormal physical signs [(26.24 ± 5.51) vs (21.16 ± 5.33)] and total scores [(84.72 ± 8.50) vs (80.95 ± 7.41)] were statistically significant (n P<0.05). There were 97.4% (38/39) students from the experimental group satisfied with the discussion teaching method.n Conclusions:The students trained with new model of discussion-based learning have better learning outcomes in terms of test results in the diagnostics of abnormal physical signs, discussion teaching method is recognized by students.