【摘要】 将34名临床医学专业四年级学生随机分为两组，内科见习时分别以症状体征按邻位排列法及按出现机率排列法作临诊讲解。两周后考察两组学生回答问题时的停顿次数、平均停顿时间及回答内容的完整率。结果发现，接受邻位法讲解的学生回答问题时停顿次数、平均停顿时间较短，回答内容完整率明显优于接受出现机率法讲解的学生。说明前法能为见习生提供有效的临床诊疗思维线索，促成思维的连续性和完整性，适用于对刚涉足临床的学生教学之用，并可为编写初级临床医学教材及书籍提供思想方法方面的参考。更多还原

【Abstract】 34 4th year students of clinical medicine were divided at random into two groups.Group Awas lectured with the method of adjacent arrangement of symptoms and signs(AASS) andgroups B with method of appearing probability arrangement of the symptoms and signs(APASS).Two weeks later,both groups were put questions,and the result showed that thespeaking pause and average pause time of group A while being given questions were fewer andshorter than those of group B and the integrate ratio of the answer was remarkably higher thanthat of group B.It is proved that the method of AASS can give clinical probationers a clear thinkingclue which is helpful to the successiveness and integration of their clinical thinking,and alsogood for the instruction for students who just plunge into clinical work.更多还原