Objective　To explore the application of multimedia situational teaching in general surgery. Methods　A total of 142 students with a five-year undergraduate program in clinical medicine from school year 2014 to 2015 were selected as the observation group to undergo situational teaching

while 155 students with the same program from school year 2015 to 2016 as the control group to adopt the traditional teaching. In the observation group

the pathophysiological changes

clinical signs

differential diagnosis and surgical complications of the disease were created. Specifically

the anatomic structure and pathophysiological changes of the disease were demonstrated in multi-dimensional and three-dimensional forms by animation

the physical pictures and clinical signs of patients were used to show the clinical signs of diseases

and video and photographs of the operation were used to create scenarios of complications during the operation. The teaching evaluation included students' written examination results and questionnaires which covered whether the students satisfied with the situational teaching method

and their evaluation of teachers and personal gains

etc. T test was performed by using SPSS 21.0. Results　The average test score of the observation group (67.56±8.27) was significantly higher than that of the control group (65.89±5.53) (P<0.05). The satisfaction rate of students towards situational teaching and their personal achievements were both 97.9% (139/142). Conclusion　The multimedia situational teaching is specific and vivid

which can improve students' learning interest and teaching effect. However

it also bears higher requirements for teachers

con-sequently the application should of specific purpose.