Objective　To compare the learning outcomes of team-based learning (TBL) and tradi-tional pedagogy in gastroenterological clinical teaching. Methods　Sixty students on eight-year program of clinical medicine were randomly divided into TBL group and tradition group. The two groups adopted TBL and traditional pedagogy respectively in gastroenterological clinical teaching. The scores for Individual Readiness Assurance Test-baseline (IRAT-baseline)

Group Readiness Assurance Test (GRAT) and Individual Terminal Test (ITT) in TBL group were compared. The scores for IRAT-baseline

ITT and clinical practice in TBL group were contrasted with those in tradition group. Besides

students in TBL group were investigated by questionnaire after the experiment. Results　Compared with tradition group

TBL group spent more time on self-study before clinical teaching [(85.70±11.43) vs. (35.00±9.47)

P=0.000]. In addition

the form of self-study was more diversified in TBL group than that in tradition group. Students in TBL group achieved higher scores in IRAT-baseline [(17.78±5.07) vs. (12.57±4.26)

P=0.000]

ITT [(23.66±5.36) vs. (18.52±4.54)

P=0.000] and clinical practice test [(16.53±5.10) vs. (12.24±4.59)

P=0.001] when contrasted to tradition group. TBL group gained higher scores in GRAT than those in IRAT-baseline [(27.82±3.12) vs. (17.78±5.07)

P=0.000]. After the teaching intervention

the scores for ITT were higher than those for IRAT-baseline in both TBL group and tradition group [(23.66±5.36) vs. (17.78±5.07)

P=0.000; (18.52±4.54) vs. (12.57±4.26)

P=0.000]. However

there was no statistical difference in the growth of scores from IRAT-baseline to ITT between TBL group and tradition group [(5.69±2.76) vs. (5.36±2.00)

P=0.754]. The result of the questionnaire showed that a majority of students in TBL group (>70%) approved of I was actively involved in TBL TBL is helpful for self-study I've benefited from teacher's explana-tion in TBL I have benefited from group discussion in TBL and TBL is more attractive than the tradi-tional pedagogy. Nevertheless

more than half of students in TBL group also indicated Knowledge learned in TBL is more fragmented than that in traditional pedagogy and TBL increased my course load. Conclusions　TBL contributes to improving abilities of autonomous learning

clinical thinking

teamwork

communication and knowledge application. This teaching mode could arouse students' learning interests and enhance clinical teaching outcomes. TBL is worth popularizing in gastroenterological clinical teaching.