摘要目的:探讨同伴教育结合知识模块化教学在生理学中的应用，观察其教学效果，以探索更适合生理学的教学模式。方法:选取2022年2月28日至6月30日开设生理学课程的某大学2022级临床专业本科共89名学生为研究对象，随机数字表法抽取44人为试验班，45人为对照班；试验班采用同伴教育结合知识模化教学，对照班采用线上线下混合式教学；通过比较两班学生的任务点完成率、期末考核成绩和问卷调查结果来评价两种教学的应用效果。采用SPSS 19.0进行独立样本 t检验和卡方检验。 结果:期末考试成绩方面，试验班和对照班客观题成绩分别为（43.04±3.25）分和（40.24±8.64）分；主观题成绩分别为（44.49±2.80）分和（39.21±5.71）分；卷面成绩分别为（87.53±4.24）分和（79.40±12.08）分；3项成绩差异均具有统计学意义。学生学习自主性方面，预习微视频观看率、问题讨论参与率、单元自测参与率、课后作业完成率4项结果差异均具有统计学意义。问卷调查显示，试验班学生普遍认为这一教学方法有助于提高学生的综合素质。结论:同伴教育结合知识模块化教学能有效提高生理学教学效果和学生的学习自主性及综合能力。

abstractsObjective:To explore the effects of applying peer-assisted learning (PAL) combined with modular teaching in physiology education, and to explore a more suitable mode for physiology teaching and learning.Methods:We selected a total of 89 undergraduate medical students of grade 2022 from a university offering physiology courses from February 28 to June 30, 2022. They were assigned using a random number table into experimental class (44 students) and control class (45 students). The experimental class adopted PAL with modular teaching, while the control class adopted the online and offline hybrid teaching method. The two classes were compared for teaching effects in terms of the completion rate of task points, final assessment scores, and questionnaire results. SPSS 19.0 was used to perform the independent samples t-test and the chi-square test. Results:The final exam scores for the objective questions of the experimental class and the control class were (43.04±3.25) and (40.24±8.64), respectively; the scores for the subjective items were (44.49±2.80) and (39.21±5.71), respectively; and the total scores were (87.53±4.24) and (79.40±12.08), respectively, all with significant differences between the two classes. There were significant differences in students' learning autonomy, micro-video preview rate, problem discussion participation rate, unit self-test participation rate, and after-class homework completion rate. The questionnaire survey showed that students in the experimental class believed that this teaching model was helpful for improving students' comprehensive qualities.Conclusions:PAL combined with modular teaching can effectively improve physiology teaching effects and students' learning autonomy and comprehensive abilities.