Objective　To explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. Methods　changed the arrangement of traditional teaching content

re-edited the content of the teaching materials under the guidance of clinical subjects

compiled innovative textbooks and introduced new teaching methods such as CBL and PBL. The procedure could be briefly described below. 78 students from two natural classes in batch 2015 were selected as the observation group

and 77 students from other two natural classes were selected as the control group. The new teaching model and traditional teaching model were applied respectively in the students to compare the teaching effect in the way of formative evaluation. Results　The total score of theoretical exams in the observation group was significantly higher than that of control group (P＜0.01). It was found that the scores of the observation group were significantly higher than of the control group in terms of practical techniques

clinical application type and the selection and evaluation of test items (P＜0.01). However

there was no significant difference in terms of the scores of basic knowledge and theory between the observation group and the control group (P=0.470). Conclusion　The clinical discipline-oriented teaching method of laboratory diagnostics can promote the students in the assessment of applied and improved knowledge as well as the selection and evaluation of clinical disease examination items

which is helpful to cultivate students' clinical thinking ability

and the ability to reasonably select the test items and analyze the test results scientifically.