Objective　To explore the role of clinical pathway teaching in the practice teaching of respiratory medicine. Methods　A total of 51 intern students in the Department of Respiratory Medicine from January 2019 to June 2020 were selected as the research objects

and they were divided into a control group (25 cases) and a study group (26 cases). The control group adopted traditional clinical teaching

and the research group adopted clinical path teaching; the two groups' assessment results

comprehensive quality scores and satisfaction evaluations were compared respectively. SPSS 22.0 was used for t test and chi-square test. Results　In terms of evaluation results: including theoretical knowledge

case analysis

practical ability

and coping ability

the study group was higher than the control group

with significant differences (P<0.05); in comprehensive quality: including the improvement of learning interest

the scores in 6 aspects

including expanded knowledge

professional diagnosis and treatment level

self-study ability

clinical thinking ability

teamwork ability

etc.

were higher in the study group than in the control group

and the difference was statistically significant (P＜0.05); the number of people satisfied with the teaching in the study group was more than the control group. Conclusion　The role of clinical pathway teaching in the practice teaching of respiratory medicine is better than that of traditional teaching. By clarifying the teaching objectives and standardizing the teaching process

it can effectively improve students' assessment scores

overall quality and teaching satisfaction

which is worthy of further promotion.