目的 探索在解剖学课程中应用对分课堂教学对护理专业本科生临床思维能力的影响。方法 将2020级护理本科生按照班级随机分为试验组（n=60）和对照组（n=60）。试验组采用对分课堂，对照组采用传统讲授法。比较教学后两组的考核成绩和临床思维能力得分。结果 教学后，试验组平时成绩（t=5.150）和期末理论考试成绩（t=7.060）均高于对照组（P<0.05）。教学实施前两组临床思维能力总分和各维度得分差异无统计学意义（P>0.05）；教学后，试验组评判思维能力得分（t=4.557）、系统思维能力得分（t=3.667）、循证思维能力得分（t=5.975）及总分（t=6.809）均高于对照组（P<0.05）。结论 护理专业解剖学课程中应用对分课堂教学效果良好，有利于护理专业学生早期临床思维的培养。

Objective To explore the influence effect of the Presentation-Assimilation-Discussion（PAD） class in anatomy on the training of clinical thinking ability for nursing undergraduates. Methods A total of 120 nursing undergraduates from 4 classes enrolled in 2020 were randomly divided into experimental group and control group according to class. The experimental group implemented the PAD class，the control group implemented the traditional teaching method. The teaching effect was evaluated by examination scores and clinical thinking ability scores. Results The usual scores（t=5.150） and the final examination scores（t=7.060） of the experimental group were significantly higher than those of the control group（P<0.05）. There was no significant difference in the scores of clinical thinking ability between the two groups before the implementation of teaching（P>0.05），after the implementation of teaching，the scores of critical thinking ability（t=4.557），systematic thinking ability（t=3.667），evidence-based thinking ability （t=5.975） and total scores（t=6.809） of the experimental group were higher than those of the control group（P<0.05）. Conclusion The teaching effect of PAD class in anatomy teaching is good，and it is beneficial to cultivate nursing students’ clinical thinking.