[Application of peer-assisted learning in evidence-based dentistry teaching].

To explore the effects of peer-assisted learning (PAL) for evidence-based dentistry (EBD) teaching.Four hundred and eleven students who attended EBD class were randomly classified into PAL group (n=75) and traditional teaching group (n=326) via a ratio of 1:5. Students in traditional teaching group received traditional theoretical teaching; while PAL group received traditional theoretical teaching and group study with tutors introduced and finished study protocols given by the teachers. Teaching effects were evaluated by final examinations, questionnaires and published articles via bibliographic searching. Statistical analysis was carried out with STATA 11.0 software package.In the final examination, students in PAL group had 6.9 higher scores than traditional teaching group (P<0.05). The results of questionnaires showed that students in PAL group had higher interests and contentments in EBD class (P<0.05), and PAL had positive effects on their usage of EBD methodology and involvement in EBD research (P<0.05). In publication of articles, the number and ratios of article publication in PAL group were significantly higher than the traditional group (P<0.05).PAL has positive effects on EBD teaching.