目的　探索微课结合Simbaby教学在新生儿本科实习带教中的教学效果。方法　随机选取2013级至2015级五年制临床医学本科见习生共160人，分为A、B两组，每组男生40人，女生40人。A组采用传统的教学法；B组采用微课结合Simbaby教学。A组教师采用讲课和应用普通模具进行示范教学，学生模仿练习。B组学生通过微课进行课前预习，而教师制作Simbaby模拟病例模型并进行讲解，之后学生对Simbaby模型进行体格检查并作出诊断及处理。最后，通过基础理论考核及问卷调查进行教学效果评价。采用SPSS 24.0进行t检验和卡方检验。结果　B组理论考试平均成绩[（88.40±9.40）分]和技能考试平均成绩[（79.53±8.84）分]明显高于A组理论考试平均成绩[（84.86±9.50）分]和技能考试平均成绩[（72.35±9.70）分]，差异有统计学意义（P<0.05）。调查问卷结果显示，与A组相比，B组更能提高学习兴趣和学习积极性及主动性，并且有利于提高临床操作技能及临床思维能力（P＜0.05）。但在提高团队意识方面，两组之间的差异并无统计学意义（P>0.05）。结论　微课结合Simbaby教学有利于学生掌握新生儿疾病的基础理论知识及临床操作技能、提高自主学习能力、锻炼临床思维能力，值得在新生儿临床教学中推广;Objective　To investigate the effect of Micro-lecture combined with Simbaby teaching model in the practical teaching of neonatology for undergraduates. Methods　A total of 160 five-year medical undergraduates from grade 2013 to grade 2015 were divided into group A (the control group) and group B (the experimental group)

with 40 male students and 40 female students in each group. Students in group B received Micro-lecture combined with Simbaby teaching model

while students in group A received traditional teaching method. In group A

teachers adopted traditional teaching method with the use of common teaching models

then students practiced on these models following the demonstrations from teachers. In group B

students previewed the contents before class in micro-lecture

then teachers made Simbaby to be used as case models and explained to the students as how to use the model in actual class. Students made diagnosis and gave treatment to the Simbaby after physical examination. At last

teaching effects were evaluated by questionnaire survey and theoretical test. The SPSS 24.0 was used to conduct t-test and chi square test. Results　The average scores of theoretical test (88.40±9.40) and skill test in group B (79.53±8.84) were significantly higher than those in group A (84.86±9.50) and (72.35±9.70)

with statistically significant differences (P<0.05). The results of Questionnaires showed that learning enthusiasm and initiative

clinical operation skills and clinical thinking ability in group B were significantly better than in group A (P<0.05). However

improvement of the awareness for team cooperation in the two groups had no statistically significant difference (P>0.05). Conclusion　Micro-lecture combined with Simbaby teaching model can help students comprehend the basic theories of neonatal disease and improve their clinical operation skills

self-learning ability and clinical thinking ability

which is worth to be promoted in neonatal clinical teaching.