Objective　Comparing the organ-system-based integrated curriculum model and tradi-tional teaching model in medical education to evaluate the effect of Integrated curriculum model. Methods The experiment group (Group A) included 45 students who had graduated in 2016 under integrated curricu-lum model

the control group (Group B) included 82 students who had graduated in the same year under traditional teaching model. Comparing the test score between two groups to see if a significant difference emerged

including general education courses

graduation examination

clinical intern examination

uninte-grated curriculum and National Medical Licensing Examination. Using SPSS 19.0 statistics

2-Independent-sample T test. Results　There were no significant difference in the scores of general education courses between the groups. The total score of graduation theory examination in group A was 54.71±8.58

which was significantly higher than group B (49.13±12.21) (P=0.008)

especially in internal medicine

surgery

gyne-cology and obstetrics

the contrast of the two groups being P=0.015

P=0.022

P=0.002 respectively. The total score of OSCE in group A was 69.56±5.64

which was significantly higher than group B (65.74±5.37) (P=0.000)

especially in diagnose

clinical thinking ability

interpersonal communication skills and total score

the contrast of the two groups being P=0.019，P=0.001

P=0.000 respectively. The scores of clinical Intern examination in group A were superior to group B

especially in internal medicine

surgery

gynecology and obstetrics

the contrast of the two group being P=0.029

P=0.015

P=0.003 respectively. The scores of 3 unintegrated curriculum in group A were the same with group B. The total score of National Medical Licens-ing Examination in group A was (429.690±31.197)

which was significantly higher than group B (412.370±46.858) (P=0.048)

especially in Clinical medicine

Preventive Medicine

the contrast of the two groups were P=0.011

P=0.022 respectively

in the level of knowledge

comprehension

application

the contrast of the two groups being P=0.022

P=0.041 respectively. Conclusions　The integrated curriculum modal has more advantages in developing students' Comprehensive ability. There is no fixed pattern of integrated curriculum

and it needs continuous evaluation and improvement to ensure the effect.