Objective To explore the value of applying multiple disciplinary team(MDT) in the clinical teaching of lymphoma. Methods Totally 60 5-year program undergraduates of 2012 were divided into experimental and control group randomly

with 30 cases in each group. The experimental group received MDT in clinical teaching through MDT conference and cases analysis. The control group received conventional teaching mainly by smal class presentation and ward round. The effect of teaching was evaluated by examination and questionnaire. The data were analyzed through t-test and chi-square test by SPSS 20.0 software. Results The results showed the students` scores of the theory knowledge test of two groups were similar to each other

but the statistical difference was found in elaboration topic and the clinical cases analysis between experiment and control group[(16.5±2.3)vs. (10.5±1.8); (37.5±2.5) vs.(27.5±1.8)]

(P =0.000）and the final score of two groups showed statistically difference (93.5±5.2 vs. 76.0±6.2) （P=0.000）. Meanwhile

questionnaire survey of satisfaction showed that 27 students of experimental group (90.0%) were interested in this new learning model

29 students (96.7%) believed it improved understanding and memory to the process of lymphoma diagnosis and treatment

25 students (83.3%) believed it could improved the ablility to diagnose and differential diagnose lymphoma and expanded their clinical view. 28 students (93.3%) had consolidated clinical thinking

and 26 students (86.7%) improved negotiation with patients. All issues were significantly better than control class (P<0.05). Conclusions The introduction of MDT medical teaching model could help medical students to make correct diagnosis and optimal treatment plan for lymphoma patients

and is conducive to the cultivation of their diagnosis

differential diagnosis and clinical thinking ability

which is worthy of promotion in hematological teaching.