Objective　To provide a reference for integrated medical education reform in medical colleges by analyzing the scores of National Staged Examination of Clinical Physician Qualification (NSECPQ). Methods　The NSECPQ scores of our students in 2019 were analyzed by hypothesis testing. Chi-test was used to compare the pass rate of the examination

and the t-test was used to compare the total scores

the average mastery of disciplines and the average mastery of the system. Results　The total scores and pass rate of the examination of the students in the framework of integrated medicine education were significantly higher than those in traditional medical education. There was no significant difference in the scores of some subjects between the two educational frameworks

the scores of some subjects of the students in the framework of integrated medicine education were even lower than those in traditional medical education. For example

under the integrated medical education mode

the students' average mastery of obstetrics is 4.04 points

slightly lower than the students under the traditional medical education mode (4.11 points). It shows that the reform of integrated medical education still has some shortcomings in the teaching of some disciplines and systems. Conclusion　When implementing the teaching reform of integrated medical education in medical colleges

special attention should be paid to comparing the examination syllabus of clinical physician qualification

reasonably arranging the teaching contents of integrated medical courses

and strengthening the training of teaching staff and the construction of teaching teams

so as to ensure the teaching quality of integrated medical education reform.