Objective　To explore the feasibility and preliminary effect of improving the comprehensive quality of medical students by introducing the teaching model of cleft lip and palate treatment platform in medical education. Methods　A total of 40 grade two undergraduates of Shantou University medical college were randomly divided into experimental group (n=20) and control group (n=20). The students in the experimental group were the volunteers of Cleft lip and palate treatment center

receiving the characteristic idea and methods in clinical teaching. The control group received conventional teaching. The evaluation indicators

including the intellectual quality (60 points)

moral quality (15 points)

humanistic quality (5 points)

physical and mental quality (10 points)

social practice (10 points)

were quantified by fuzzy evaluation method and a professional evaluation team was set up to evaluate the effect of teaching. SPSS 19.0 was used to perform t test for comparison between the two groups. Results　The average scores of the above items in the experimental group were respectively (51.477±2.381)

(10.613±0.169)

(4.228±0.124)

(8.677±0.296)

and (8.565±0.421)

and the average total score was (83.559±2.333); the average scores of above items in the control group were respectively (49.746±3.176)

(10.268±0.266)

(4.008±0.195)

(8.207±0.354)

and (7.575±0.321)

and the average total score was (79.804±3.510). Statistical difference was found in all scores except the intellectual quality score between the two group (P<0.05). Conclusion　Though no significant difference was found in the intellectual quality

the other qualities have played important roles in improving medical students' comprehensive quality. It is significant to improve the medical students' comprehensive quality by the method of cleft lip and palate treatment platform.