To investigate the understanding of the application of new teaching models on the diagnostics practice class in the medical students and explore a medical teaching model on the diagnostics practice class, and to stimulate students′ interest in learning and improve diagnostics capabilities.

Sixty-nine five-year undergraduate students of clinical medicine, who participated in the study of diagnostics in February 2015 to June were retrospectively analysed through the way of questionnaire survey.The understanding of problem-based learning(PBL), team-based learning(TBL), case-based learning(CBL) were studied and the effectiveness of the lecture-based learning(LBL) and the new teaching models was evaluated.

①Sixty (86.96%) students were interested in new teaching models, and 9(13.04%) students were not interested in.②There were 10 issues which connected with improving students′ comprehensions.For the team-based learning mode, the students thought that it could improve the capability of teamwork(57/60), the capability of analytical problem(51/60), and the ability of teacher-student interaction(49/60). For the problem-based learning mode, the students thought that it could improve the capability of analytical problem(56/60), the capability in clinical practice(53/60), and could help them to set up learning interests(53/60). For the case based learning mode, the students thought that it could improve the capability in clinical practice(60/60), the capability of analytical problem(56/60), and could help them to set up learning interests(55/60). ③In the inquiry, medical records and physical examination class, LBL+ TBL teaching mode was more effective.In the ECG, LBL+ PBL and LBL+ CBL teaching modes were more effective.In the laboratory examination, there was no difference among the three different teaching models.In the UCG, LBL+ CBL teaching mode was more effective.

The new teaching models have superioritious in improving teamwork skills, ability to analyze problems, teacher-student interaction capability, the ability to work in clinical practice and helping develop interest in learning aspects.Combined with the effectiveness of the various teaching models, different teaching content should adopt different teaching model, the same teaching content should adopt a variety of teaching models.