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目的:探讨以“标准化医嘱”为核心的临床路径教学法在产科临床教学中的应用效果。方法:选择在郑州市第一人民医院2020年11月至2021年4月产科临床实习生100名，简单随机分为传统教学组和标准化医嘱教学组，每组50名。传统教学组男30名、女20名；标准化医嘱教学组男32名、女18名。传统教学组采用传统教学法，标准化医嘱教学组采用以“标准化医嘱”为核心的临床路径教学法。根据医院要求统一安排实习时间，进行8周的培训，按照学校规定的教学大纲对学生进行考核。比较两组实习生出科考核的成绩差异以及对产科教学的满意度。计量资料采用独立样本n t检验，计数资料采用n χ2检验。n 结果:传统教学组实习生的理论知识（87.26±4.33）分、病例分析（88.90±3.26）分、临床技能操作（89.20±3.47）分；标准化医嘱教学组实习生的理论知识（90.10±2.61）分、病例分析（91.34±3.60）分、临床技能操作（91.50±3.18）分；数据显示标准化医嘱教学组实习生出科考核成绩更高，差异均有统计学意义（均n P<0.05）。传统教学组实习生对产科教学的满意度分别为教学方式［70%（35/50）］、教学内容［76%（38/50）］、教学互动［76%（38/50）］、自我提升［74%（37/50）］；标准化医嘱教学组实习生对产科教学的满意度分别为教学方式［88%（44/50）］、教学内容［92%（46/50）］、教学互动［96%（48/50）］、自我提升［90%（45/50）］；数据显示标准化医嘱组实习生对产科教学的满意度更高，差异均有统计学意义（均n P<0.05）。n 结论:以“标准化医嘱”为核心的临床路径教学法应用于产科临床教学，不仅可提高实习生各方面成绩，也可提高实习生满意度，值得在临床教学中推广。“,”Objective:To explore the application effect of clinical pathway teaching method with “standardized medical order” as the core in obstetric clinical teaching.Methods:A total of 100 clinical obstetric interns in Zhengzhou First People\'s Hospital from November 2020 to April 2021 were selected, and were simply randomly divided into a traditional teaching group and an standardized medical order teaching group, with 50 interns in each group. There were 30 males and 20 females in the traditional teaching group, and there were 32 males and 18 females in the standardized medical order teaching group. The traditional teaching method was used in the traditional teaching group, and the clinical pathway teaching method with “standardized medical order” as the core was used in the standardized medical order teaching group. According to the unified arrangement of the hospital, the interns were trained for 8 weeks, and the interns were assessed according to the requirements of the syllabus. The scores of theoretical knowledge, case analysis ability, and skill operation of the two groups were compared, as well as their satisfaction on obstetric teaching. Independent sample n t test was used for measurement data, and χn 2 test was used for count data.n Results:The scores of theoretical knowledge, case analysis ability, and skill operation of the standardized medical order teaching group [(90.10±2.61) points, (91.34±3.60) points, and (91.50±3.18) points] were higher than those of the traditional teaching group [(87.26±4.33) points, (88.90±3.26) points, and (89.20±3.47) points], with statistically significant differences (alln P<0.05). The satisfaction of the standardized medical order teaching group on obstetric teaching methods, teaching contents, teaching interaction, and self-improvement [88% (44/50), 92% (46/50), 96% (48/50), and 90% (45/50)] were higher than those of the traditional teaching group [70% (35/50), 76% (38/50), 76% (38/50), and 74% (37/50)], with statistically significant differences (alln P<0.05).n Conclusion:The application of clinical pathway teaching method with “standardized medical order” as the core in obstetric clinical teaching can not only improve the interns\' performance in all aspects, improve their satisfaction degree, which is worthy of promotion in clinical teaching.