Objective To investigate the effect of staged teaching method in Gastroenterology. Methods：64 students were randomly divided into two groups: A group ( N = 32) was taught by traditional teaching method and B group ( N = 32) by staged teaching method. The total score of clinical thinking examination and technique examination was compared between the two groups

and teaching effects were investigated. Data of two groups were analyzed by using t test

and statistical significance was established at a P value of less than 0. 05. Result:The scores in B Group are higher than A group of technique

but there is notSstatisticalSsignificance ( P =0.062、0.124) . The scores in B Group are higher than A group of clinical thinking

there is statisticalSsignificance ( P =0.028) . The scores in B Group are higher than A group of total scores

there is statisticalSsignificance ( P =0.003) . Conclusion The staged teaching method could encourage the study interest of students

improve the ability to analysis problem

elevate the ability of practice.