Objective　To explore an efficient method of practical teaching for ultrasonography. Methods　There were 41 five-year clinical medical students intending to learn ultrasonography in the spring semester of 2019. After completing common theory courses

they were divided into two groups randomly for practice courses

which consisted of two modules: Lecture and Hands-on. Lecture included case-based learning while Hands-on included pictures reading. Each group followed different sequence of modules. There were assessments of ultrasound theory

practice or the combination of both before

during and after practice courses. Results　The theory and practice ability of each group improved significantly after practice courses (P < 0.05). Moreover

the group whose Hands-on module preceded Lecture module got the higher scores in the evaluation of the combined ability of theory and practice (P < 0.05). Conclusion The theory was as important as the practice during the clerkship of ultrasonography. The clinical practical teaching pattern that Hands-on precedes Lecture has achieved better teaching effects.