Objective To explore the application of panoramic teaching in clinical practice. Methods From October 2017 to October 2018

40 clinical undergraduate interns were collected into the experimental group (panoramic teaching group

n=20) and the control group (traditional teaching group

n=20). The experimental group received panoramic teaching including case teaching

scenario design

and situational simulation

while the control group adopted traditional teaching mode. After the internship

theoretical and operational examinations

and questionnaire survey were conducted to evaluate the teaching effects of the two teaching modes. The data were collected and analyzed by t test using SPSS 16.0 software. Results　The results showed that theoretical examination [(85.4±3.3) vs. (82.5±2.5)] and clinical operational examination [(31.5±3.5) vs. (27.6±2.2)] scores in the panoramic teaching group were significantly higher than that in the traditional teaching group. The questionnaire survey on the satisfactions with teaching mode showed that the panoramic teaching group was significantly better than the traditional teaching group in theory learning [(7.7±0.9) vs. (6.8±0.7)]

clinical practice[(7.8±0.9) vs. (6.7±0.7)]

learning interest [(8.1±0.7) vs. (6.9±0.7)]

self-learning ability [(7.7±0.7) vs. (7.1±0.6)]

teacher-student communication ability [(7.6±0.8) vs. (6.8±0.7)]

doctor-patient communication ability [(7.5±0.6) vs. (7.0±0.8)]

medical humanistic spirit [(7.9±0.7) vs. (6.8±0.7)]

group working [(8.2±0.6) vs. (6.5±0.5)]

humanistic concern [(8.4±0.5) vs. (7.4±0.7)]

and total satisfactions [(8.4±0.5) vs. (7.4±0.7)]. Conclusion Panoramic teaching can significantly improve the theoretical and operational performance of family practice interns

enhance the effect of clinical teaching of family practice

and increase students’ interest and satisfaction in clinical teaching.