Objective To investigate practical effects of task based learning (TBL)

case based learning (CBL) and problem based learning (PBL) integrated teaching method in clinical novitiate of cardiovascular diseases hepatobiliary disease and pancreatopathy. Methods Total of 64 students majored in seven-year clinical practice were divided into TBL+CBL

TBL+PBL

PBL+CBL and TBL+CBL+PBL groups using a cluster stratified random sampling method. The students were teach with the same basic theoretical knowledge

following by different course of the combination of TBL

CBL and PBL. The practical effects were evaluated by theory test

teaching and self-acceptance assessment. Results Tests grades of students in TBL+CBL+PBL group were significantly higher than those of TBL+CBL and TBL+PBL groups

while were no difference with those of PBL+CBL groups. However

Tests grades of 4 students which were poor performance in TBL+CBL+PBL group were significantly higher than those of 4 students with poor performance in PBL+CBL groups. In addition

students in TBL+CBL+PBL group more greatly enhanced learning interest and initiative

and improved their comprehensive analysis ability than students in other three groups. Conclusion TBL

CBL and PBL integrated teaching method more greatly enhances learning interest and initiative

and improved their comprehensive analysis ability of clinical students

especially greater help for the students with poor performance.