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目的:探讨小规模限制性在线课程(small private online course，SPOC)在临床技能整合教学中的应用效果。方法:本研究采用试验对照方法。2016年9月至2018年6月，选取山西医科大学2013级、2014级五年制临床医学专业248名学生为研究对象，将其随机分为试验组和对照组，试验组采用基于SPOC的临床技能整合教学模式，对照组采用传统单项技能理论讲授配合现场演示的教学模式。通过执业医师资格分阶段考试、执业医师资格考试实践技能通过率和问卷调查结果评价教学效果。结果:2个年级试验组学生的执业医师资格分阶段考试第一阶段实践技能考核通过率分别为95.0%(57/60)，93.5%(58/62)，均高于同年级对照组的83.9%(52/62)，81.3%(52/64)，其差异均具有统计学意义(均n P<0.05) ；2个年级试验组学生执业医师资格考试实践技能考核通过率为98.3%(59/60)，高于同年级对照组学生的87.1%(54/62)，其差异具有统计学意义(均n P<0.05)。试验组学生对教学模式满意率的综合评价[90.6%(774/854)]高于对照组学生[81.6%(720/882)]，其差异具有统计学意义(n P<0.05)。n 结论:基于SPOC的临床技能整合教学模式有助于提高学生的临床技能水平和临床思维能力，得到了学生的认可。“,”Objective:To explore the effect of small private online course (SPOC) in clinical skill integration training.Methods:Experimental control method was used in this study. From September 2016 to June 2018, 248 five-year program students majoring in clinical medicine enrolled in 2013 and 2014 in Shanxi Medical University were selected as the research objects. The students in each grade were randomly divided into experimental group and the control group. The experimental group adopted the SPOC of clinical skills integration training mode, while the control group adopted the traditional single skill theory education combined with on-site demonstration training mode. The training outcomes of the two model groups were evaluated by the pass rate in the first stage of clinical fundamental skills stage I test of National Medical Licensing Examination and by the pass rate of the skill test of National Medical Licensing Examination and by the questionnaire survey results.Results:The passing rates of the first stage I of National Medical Licensing Examination in the experimental groups of 2013 and 2014 [95.0% (57/60), 93.5% (58/62)] were significantly higher than those in the control group [83.9% (52/62), 81.3% (52/64)] (alln P<0.05); the passing rate of the skill test of National Medical Licensing Examination in the experimental group of 2013 [98.3% (59/60)] was also significantly higher than that in the control group [87.1% (54/62)] (n P< 0.05); the satisfaction rates of the students about their training mode in the experimental and control group were 90.6% (774/854) and 81.6% (720/882) respectively, and the differences were statistically significant (n P<0.05).n Conclusions:The teaching model of clinical skill integration based on SPOC is helpful to improve students' clinical skill level and clinical thinking ability, which is recognized by students.