Objective To explore the methods of cross-disciplinary joint teaching applied on clinical medical students in medical humanity courses and its strengths and weaknesses，and propose the suggestions by comparison. Method We ?have compiledthe teaching materials of medical humanities

formed the teaching team and carried out the academic communication after class by social media to establish the cross-disciplinary joint teaching model

then we contrast the diversity of the medical humanity quality of clinical medical students in two classes (128 students in total) after applying the cross-disciplinary joint teaching mode（study group）and traditional teaching mode（control group）in medical humanity courses. Data of final examination of the students in two classes on subject cognition and approval was processed by SPSS 18.0，and a P value of ＜0.05 was considered statistically significant. Results On the aspect of subject cognition the total scores of the study group are higher than control group in health law(76.2±3.34 vs 72.5±4.76) and medical ethics(75.3±2.93 vs 68.3±3.10)(P＜0.01)

yet there is no difference in medical psychology; On the aspect of subject approval the study group approves these three subjects more than the control group except the self-evaluation of medical psychology(P＜0.01)

in which the average scores of three subjects are relatively 4.02±1.21 and 3.30±1.36 for the teaching evaluation

2.50±1.41 and 1.80±1.57 for the self-evaluation. Conclusion The application of cross-disciplinary joint teaching model on medical humanity courses contributes evidently to the promotion of the medical humanity quality of clinical medical students. To implement this model，however，needs multi-sided resources for the college to coordinate，thus perfect results require more practical exploration.