Objective: To explore the feasibility and effectiveness of peer-to-student mutual learning in the teaching of clinical probation in orthopaedic departments. Methods: Forty students in the 2014 class of excellent doctors in our department were selected and divided into experimental group and control group according to the random principle. The experimental group accepted the peer mutual aid learning teaching mode

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

theoretical knowledge and practical skills tests were conducted. Finally

self-evaluation and course evaluation were completed in the form of questionnaires. RESULTS: The results of the theoretical model and practical operation ability of the teaching model group using peer mutual aid learning were higher than those of the ordinary teaching model group，and the difference is 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］. The participants participating in the peer mutual learning mode are more satisfied with mastering the basic theoretical knowledge and basic clinical practice skills of the orthopedic specialty. Conclusion: The application of the peer mutual learning model in the teaching of internships not only stimulates students’ enthusiasm for learning

but also enhances students’ initiative in self-learning. And can help students in the class of excellent doctors to better master the basic theory and clinical basic practice skills in the class.