Objective　To explore the digital network platform construction of morpghology of laboratory medicine and its effects on clinical teaching. Methods　Laboratory morphological inspection pictures of peripheral blood

bone marrow slices

urinary sediments

parasites

secretions

cavity effusion

medical microorganisms and chromosome specimens were collected to build a digital network platform for online learning

practical training

and examination by applying Authorware multimedia software

Access database

and Web interface. Afterwards thirty interns on laboratory medicine were randomized into two groups: traditional teaching group and software teaching group for morphological assay examination. The differences in theoretical scores

exam time

practical operation scores

and satisfaction rates between two groups were statistically analyzed by t test and Pearson Chi-square test using SPSS 13.0. Results　The software teaching group showed significantly higher theoretical and practical scores [(88.0 ± 6.4); (85.3 ± 7.1)] than traditional teaching group [(76.3±8.1); (80.3±7.9)] (both P=0.000 1)

and its theoretical exam time [(93.7 ± 10.5) minutes] was significantly shorter than traditional teaching group [(115.8±16.2) minutes] (P=0.033 8). The questionnaire survey results showed that software teaching group showed higher satisfaction rates in the aspect of teaching content systematization

diversity of teaching methods

clinical learning interest and fairness of assessment than traditional teaching group

with statistical significance (P<0.05). Conclusion　The software teaching model could improve quality and efficiency in teaching morphological assay

enhance students' learning autonomy and professional skills

and provide a powerful platform to adapt to vocational innovation of laboratory medicine education.