Objective　To explore the application of micro-lesson-based exploratory teaching in postgraduate emergency clinical teaching. Methods　A total of 48 intern graduate students in the Emergency Department of Shengjing Hospital affiliated to China Medical University from January 2019 to December 2019 were selected as the research objects. According to the admission time

they were divided into observation group (28 cases) and control group (20 cases). The control group used traditional teaching. The observation group adopted exploratory teaching based on micro-classes. Theoretical and practical operating ability

basic clinical quality and clinical thinking ability

as well as the evaluation of teaching effect and the satisfaction with teaching method and teaching quality were compared between the two groups. SPSS 22.0 was used for t test and chi-square test. Results　The theoretical and practical performance scores of the observation group improved more than those of the control group (P<0.05). The basic clinical quality and clinical thinking ability scores of the observation group improved more than those of the control group (P<0.05). The improvement of the observation group's learning interest

learning efficiency

autonomous learning ability and comprehension memory scores was greater than that of the control group (P<0.05). The observation group's satisfaction with teaching methods and teaching effects was significantly higher than that of the control group (P<0.05). Conclusion　The use of micro-class-based exploratory teaching in postgraduate emergency clinical teaching can enrich students' theoretical knowledge

increase their learning motivation and interest in learning

and improve their practical ability

basic clinical quality and clinical thinking ability

which is a teaching method worth promoting.