Objective　To study the influence of the structure and performance of tracheal intuba-tion model on teaching effect. Methods　Three models of tracheal intubation with different structures were named M1

M2 and M3. A total of 91 medical students of grade 5 were enrolled

divided randomly into group A

B and C after theoretical knowledge learning of 30 minutes and examination

rained respectively on the M1

M2 and M3 for 90 minutes

and then evaluated. The models were changed within the three groups and students were then trained and evaluated for the second time. Comparison of the results was performed among the three groups. After one month

group A

B and C received examination and evaluation again. Students and instructors were asked to fill in the rating scale for M1

M2 and M3. Results　①No statistically significant differences were found in the number (31

28

32)

gender (male/female

10/21

9/19

12/20) and the pre-training test score of the students among the three groups. ②The score of the first evaluation on M1 was significantly lower in group A than in group B and C

while the scores of the second and third examination were significantly higher in group A than in the other two groups. ③The score after one month was significantly higher in group A than in group B and C. ④M1 scores (4

5; 4.63

5) were significantly higher than those in group B (3

4; 2

2.5) and group C (2

3; 2

2.25). Conclusion　The structure and performance of the training model of tracheal intubation can indeed influence the teaching effect.