Objective To explore the value of series situational simulation teaching combined with symptoms-centered integrated teaching mode in clinical clerkship of obstetrics and gynecology. Methods　A total of 181 students from Batch 2016 of Clinical Medicine (experimental group) were enrolled to receive the series situational simulation teaching combined with symptoms-centered integrated teaching mode. The teaching results were evaluated by formative evaluation scores and questionnaire

compared with 195 students from Batch 2015 (control group). The statistical analysis was performed with SPSS 21.0. Results Scores of formative evaluation in experimental group [(88.66±5.92) points] was higher than those in control group [(81.11±7.36) points]

with statistically significant differences (P<0.05). Satisfaction of students for teaching flexibility

teaching innovation

learning interest and clinical thinking in experimental group was greater than that of students in control group (P<0.05). Meanwhile

compared with the control group

teachers from experimental group were more satisfied with teaching flexibility

teaching integration

students' participation and activity in classroom and cultivation of the clinical thinking ability and post competences (P<0.05). Conclusion　The series situational simulation teaching combined with symptoms-centered integrated teaching mode can help students to form a systemic knowledge system

cultivate their clinical thinking ability and establish a holistic view of disease.