Symptomatology and medical history taking are the focuses of diagnostics study. With the improvement of teaching and learning

students can basically master the standard process of clinical inquiry of chief complaints to family history efficiently. However

due to the lack of systematic learning of clinical diseases

it's difficult for most students to form a targeted

logical and speculative inquiry thinking pattern

so they are unlikely to write a medical history of present illness that reflects their thinking on disease inclusion and exclusion. In this study

we come up with the characteristics and defects of symptomatology teaching at present

and put forward a new idea of symptomatology teaching by introducing clinical manifestations of diseases and examples of inquiry.