摘要目的:探讨“手足并用”形象教学融入股骨颈骨折理论授课中的可行性及优越性。方法:选取内蒙古医科大学2017级五年制临床医学专业60名学生作为研究对象，采用随机数字表法分为试验组和对照组（各30人）。授课内容为股骨颈骨折理论课。试验组采用PPT+“手足并用”形象教学，对照组采用PPT+模型教具的传统教学。课后对两组学生进行教学效果的评价。采用SPSS 22.0统计软件进行 t检验和卡方检验。 结果:试验组学生课堂满意度调查评价：学习兴趣度（8.60±0.72），积极性和参与度（8.40±0.93），课堂活跃度（8.37±1.07），师生互动度（8.57±1.01），理论知识掌握度（8.57±0.97）；对照组学生课堂满意度调查评价：学习兴趣度（7.10±1.03），积极性和参与度（7.30±0.92），课堂活跃度（6.83±1.18），师生互动度（6.73±0.78），理论知识掌握度（7.17±0.75），组间差异有统计学意义（ P<0.05）。试验组学生理论知识考试成绩（81.90±7.93）分，对照组理论知识考试成绩（75.33±7.79）分，组间差异有统计学意义（ P<0.05）。 结论:“手足并用”形象教学是一种可以广泛应用于临床教学中的先进、新颖的教学方法。其不仅提高了教学效果、活跃了课堂气氛，也增强了课堂师生互动，使学生的学习过程从抽象到直观，从单纯的死记硬背到理解记忆，取得了满意的效果。

abstractsObjective:To explore the feasibility and superiority of integrating the image teaching of "hand and foot together" into the theoretical teaching of femoral neck fracture.Methods:Sixty five-year clinical medical students of Batch 2017 in Inner Mongolia Medical University were selected as the research objects and were randomly divided into the experimental group and the control group (30 students each group). The teaching content is femoral neck fracture theory course. The experimental group used PPT + "hand and foot together" image teaching, while the control group used PPT + model teaching aids of traditional teaching. The teaching effect of the two groups of students was evaluated after class. SPSS 22.0 statistical software was used for t-test and Chi-square test. Results:Classroom satisfaction survey evaluation of students in the experimental group is as follow: interest in learning (8.60±0.72); motivation and participation (8.40±0.93); classroom activity (8.37±1.07); teacher-student interaction (8.57±1.01); theoretical knowledge mastery (8.57±0.97). Classroom satisfaction survey evaluation of students in the control group is as follow: interest in learning (7.10±1.03); motivation and participation (7.30±0.92)classroom activity (6.83±1.18); teacher-student interaction (6.73±0.78); theoretical knowledge mastery (7.17±0.75). The difference between the groups was statistically significant ( P<0.05). The theoretical test scores in the experimental group (81.90±7.93) were significantly higher than those in the control group (75.33±7.79), and the difference between the groups was statistically significant ( P<0.05). Conclusion:The "hand and foot together" image teaching method is an advanced and novel teaching method that can be widely used in clinical teaching. This method not only improves the teaching effect, but also enlivens the classroom atmosphere and enhances the interaction between teachers and students, which make the students' learning process changed from abstract to intuitive and from simple rote to understanding memory. It has achieved satisfactory results.