Objective　To compare the effect of Rain Classroom and traditional teaching model on the academic achievement of domestic medical undergraduates by Meta-analysis. Methods All literature were retrieved from CNKI

Wanfang Med Online

VIP

and CBM databases

and the retrieval time limited from the establishment of the database to October 2019. Randomized controlled trials (RTCs) for the evaluation of the effects of Rain Classroom method in undergraduate medical education were selected. Literature were screened according to the established inclusion and exclusion criteria. Data was extracted and the quality of the literature was assessed using the Jadad scale. All analyses were performed by Stata 12.0 software. Results　A total of 3 662 medical undergraduates in 20 RCTs were included. Meta-analysis results showed that student's theoretical and practical scores of the Rain Classroom teaching group were significantly higher than those of the traditional teaching group (theoretical scores: WMD = 8.52

95%CI = 7.30-9.74

P < 0.001; practical scores: WMD = 8.95

95%CI = 5.42-12.49

P < 0.001). Conclusion　The Rain Classroom teaching method can effectively improve the theoretical and practical academic achievement among medical undergraduates and enhance the teaching effect. This study has also provided the evidence-based basis for the promotion and application of the Rain Classroom teaching method in medical undergraduate courses.