【Abstract】 Objective To explore the application and significance of multiple clinical pathway training oriented teaching model in clinical teaching of laboratory diagnostic. Methods Totally 50 medical students enrolled in the Second Military Medical University from September to December in 2015 were divided into experimental group and control group. The course consists of theoretical teaching and experimental operation.The pathway group (n=25) were introduced into multiple clinical pathway training oriented teaching method. The theoretical teaching was carried out by simulation examination application

simulation interpretation and simulation diagnosis and treatment

while the experimental course was carried out by using video teaching combined with actual operation.The control group were taught by traditional teaching method using slide teaching and operation display. The theoretical test including case study and operational skill tests were performed among students in both groups after 10 class hours training. The satisfaction questionnaires were conducted to evaluate the effectiveness and satisfaction of teaching guided by clinical pathway. Differences were compared with independent sample t testing using GraphPad Prism 5.0 statistical software. Results The medical records about professional theoretical test including case study and operational skill test in the pathway group were superior to that in the control group with significant statistical difference (both P<0.05). The records of medical students were (81.84±7.21)

(42.00 ± 2.79) in the pathway group and (76.24 ± 6.98)

(37.00 ± 3.71) in the control group. The questionnaire result showed that the pathway group’s satisfaction was high

especially with the theoretical knowledge and scene teaching (higher than 80%). The pahtway group believed that multiple clinical pathway training help to improve learning interest and clinical thinking ability. Conclusions Multiple clinical pathway training oriented teaching model is helpful for the medical students to achieve the basic idea of clinical pathway

improve the professional ability

enhance the interest of learning and the quality of teaching

standardize teaching and promote teaching and learning.