Objective　To explore the feasibility and effectiveness of peer-assisted learning (PAL) in the clinical probation teaching of orthopaedics in excellent doctors classes. Methods　Forty students in the 2014 excellent doctors class in Inner Mongolia Medical University were selected and randomly divided into the experimental group and the control group. The experimental group adopted the PAL teaching mode

and the control group received the ordinary teaching mode. At the end of the internship

theoretical knowledge and practical skills tests were conducted

and self-evaluation and course evaluation were completed in the form of questionnaires. Results　The scores of the experimental group in theoretical knowledge and practical skills were higher than those of the control group

and the differences are statistically significant [theoretical scores (97.2±0.7) vs. (90.2±1.3); practical operation scores (98.5±2.4) vs. (89.2±1.5); case analysis (98.1±0.8) vs. (92.3±2.8)

P<0.05]. Students in the experimental group were generally satisfied with their mastering of the basic theoretical knowledges and clinical practice skills of orthopaedics. Conclusion　The application of the PAL model in clinical probation teaching not only stimulates students' enthusiasm for learning

but also enhances their eagerness in self-learning; it helps students master the basic theoretical knowledge and clinical skills better in clinical probation.