Objective To explore the value of applying personalized medicine in the clinical teaching of glioma surgery. Methods Totally 80 7-year program undergraduates were divided into experimental class and control class randomly

with 40 cases in each group. The experimental class received personalized medical teaching through introducing idea and method of personalized medicine. The control class received conventional teaching. The effect of teaching was evaluated by questionnaire and examination. The data were analyzed through Chi-square and t-test test. Result Questionnaire survey of satisfaction showed that 37 students of experimental class (92.5%) were interested in the new course. Questionnaire survey of teaching effect showed that in experimental class 36 students (90%) felt it could increase learning interest

37 students (92%) believed it improved glioma diagnosis and treatment

34 students (85%) felt their medical view expanded

38 students had consolidated clinical thinking

and 32 students (80%) improved negotiation with patients. All issues were significantly better than control class (P<0.05). Meanwhile

statistical difference was found in average score between experiment class and control class (88.71±6.54 vs. 76.49±7.32) (P=0.000). Conclusion The introduction of personalized medicine concept helps medical students to make personalized diagnosis and treatment plan for glioma patients

and is conducive to the cultivation of their clinical thinking ability and evidence based medicine concept

which is worthy of promotion.