Objective　To investigate the effect of the role playing teaching method applied in clinical teaching of bone and joint. Methods　Totally 100 clinical medicine undergraduates practiced in bone and joint department from 2010 to 2012 in our hospital were taken as research objects and were divided in to conventional group and substitution group in accordance with the admission order. Clinical teaching was used for 50 interns in conventional group while role playing teaching method was used for 50 interns in substitution group. Theoretical knowledge score， skill operation score， self-efficacy scores， teachers' satisfaction degree with the treatment and compliance of patient were observed and compared. SPSS 19.0 statistical software was used for data analysis and processing. Measurement data were analyzed by independent samples t test and enumeration data were analyzed by χ2 test. P <0.05 was considered statistically significant. All data were expressed as x±s. Results　Theoretical knowledge score， skill operation score and self-efficacy score were （97.3 ± 3.6） points，（95.3 ± 3.3） points and （97.2 ± 5.3） points in substitution group while （86.5 ± 4.7） points， （81.6 ± 3.8） points and （82.4 ± 5.5） points in conventional group， with statistical differences （P<0.05）. Satisfaction de-gree was 80.0%（40/50） in conventional group and 96.0%（48/50） in substitution group， with statisti-cal differences（P<0.05）. Conclusions　Role-playing method is feasible in bone and joint clinical teaching. It can effectively improve the interns' active learning capacity and skills to operate， promote patients' communication， improve patients' compliance and is simple to operate， therefore worthy of clinical application.｜