Objective　To explore the application of the model centering on organ system teaching in experimental diagnostics and evaluated its teaching effect. Methods　A total of 185 clinical medical un-dergraduates of grade 2012 and 2013from School of Basic Medical Science in Tianjin Medical University joined the integrated curriculum of laboratory diagnostics for liver disease (abbreviated as integrated group). All of the teachers from varied professional fields were reconstituted into integrated teaching group. Training lecture was unified according to the new integrated teaching material. In order to make a contrast

180 clin-ical medical undergraduates of the grade 2010 and 2011 were involved in traditional laboratory diagnostics curriculum (abbreviated as traditional group). The results of terminal test of the integrated group and tradi-tional group were analyzed with SPSS 21.0 software and Excel 2007. Glossary items

multiple choice

were in-dicated by scoring rate

and the objective items and subjective items total scores were indicted by real scores. Results　Significant difference was found in the scoring rate of the glossary items

objective items

subjective items and the total scores between the two groups (P<0.01). The records of students were [75.00% (50.00%

100.00%)]

(72.28±22.63)

(90.70±22.36)

(79.96±18.59) in the integrated group and [66.67% (33.33%

83.33%)]

(61.43±28.85)

(72.92±22.14)

(69.10±17.95) in the traditional group. The scoring rate in the integrated group was higher than that in the traditional group (P<0.01). But the records of multiple choice were [100.00% (0.00%

100.00%)] in the traditional group and [66.67% (66.67%

100.00%)] in the integrated group. Conclusions　The model centering on organ system teaching model is much more reli-able and it may improve the teaching quality.