Objective: To investigate the effects of a novel scientific research practice model on medical undergraduates' cognition and behavior Method: Totally

60 medical undergraduates took part in the research. All of them accepted scientific research training by using tutorial problem-based learning (PBL) team-based learning (TBL) models. Before and after training

students complete the same questionnaires respectively. The differences of cognitive status were analyzed by SPSS 16.0. Results: Fifty-two students (86.6%) were very satisfied with the novel teaching model. only 3 students were dissatisfied. Before and after training

the liking scores for scientific research practice were 1.12 (95% CI: 0.65

1.59) and 5.87 (95% CI: 5.34

6.39)

p <0.001. Fifty-three students (88.3%) proactively participated in research work after training compared with 21 students (35%) before training

p <0.001. There were 6 and 45 students have confidence in publishing academic papers on Chinese core journals before and after training respectively

p <0.001. Before training

none of the students have confidence in publishing papers on Science Citation Index journals then 9 students think they can after training (p = 0.003). Conclusion: Tutorial PBL TBL teaching methods can better stimulate students' interest in scientific research and make them have more positive cognition and behavior on scientific research work.