Objective　To explore the effect of peer instruction in pediatrics lab class. Methods Two classes in the fourth year of undergraduate clinical medicine major in Xinjiang Medical University were randomly selected as the experimental class (n=50) and the control class (n=51). The experimental class was taught by peer instruction

and the students in this class were randomized into teaching students (n= 16) and taught students (n=34); the control class was educated by traditional teaching and the teaching content was in line with the syllabus of pediatrics. The effect of peer instruction was evaluated by comparing the results of the pediatric final exams in the experimental class and the control class through t test of these two independent samples. At the same time

the impact of peer instruction on students' teaching ability

learning effect of the professional knowledge

personal quality

and future career development was evaluated by questionnaires. Results　The average score of the pediatric final exam in the experimental class (82.97±2.59) was significantly higher than that in the control class (79.22±8.84) (P＜0.05). The results of the questionnaires showed that most of the teaching and taught students considered that peer instruction could promote the improvement of students' teaching ability

learning effect of the professional knowledge and personal quality. Conclusion　Peer instruction improves the teaching effect of pediatrics lab class

and is conducive to the improvement of the basic teaching ability and personal quality of clinical medical students

which is worth of application in clinical medicine teaching.