Objective Demonstrate the practicality of a team-based autonomous learning in the medical ethics teaching. Methods The five year clinical medical education Junior 186 people were randomly divided into A group (96 people) and B group (90 people) were used to a team-based autonomous learning and traditional learning style learning

compare the teaching effect in the critical thinking ability and class final evaluation.All data are used SPSS15.0 statistics

using t test

P<0.05 was considered statistically significant. Results The critical thinking ability of students in the two group

CCTDI scores in the experimental group were subject before the start of (271.10 ±19.77) points and (272.54±23.44) points

the end of the semester test scores were 14.83 points average of (285.93±21.37) points and (280.87±19.24) points. group and control group the average score increased by 8.33 points

the experimental group compared with the control group improved significantly

the remaining sub item the same as the experimental group than the control group; class final evaluation

test group final score (79.86±12.37) points

the control group students score (77.24±9.17) points

the final results of the experimental group was higher than the control group; the clinical case analysis of the students in the experimental group score (81.07±7.43) points was significantly higher than the control group (75.23±10.74) points; independent practice scores of the students in the experimental group was (7.598±1.231) points score higher than the control group (7.019±0.997) points. Conclusion The team-based autonomous learning improve the learning effet positively

The practicability of this new way of learning is worth affirmation.