Objective　By comparing the organ system based medical integration teaching mode and traditional teaching mode to evaluate the effect of the integration of curriculum implemen-tation. Methods　Through a questionnaire survey of 63 students who implement integrated curriculum and 183 students who are not implementing integrated curriculum as well as 76 teachers

we evaluate students' emotional

cognitive and motor skills

using SPSS statistical analysis

chi-square test. Results In the affective domain

most of the teachers thought the experimental class was superior to the com-mon one in learning interest

lifelong learning and independent learning

critical thinking

the contrast of the two classes were P=0.000

P=0.031 and P=0.001 respectively

all of significant difference. In the cognitive domain

the contrast of the two classes in memory

understanding and application were P=0.000

all of significant difference. The experimental class has high degree of recognition. In the psychomotor domain

more than 55.3% (42/76) of the teachers thought that the experimental class was superior to the common class. According to the students' questionnaire survey

the contrast of the two classes in clinical operation skills

Interpersonal communication skills were P=0.077

P=0.031 respec-tively. There was no statistically significant difference. Conclusions　The integrated curriculum teach-ing model can greatly promote students' abilities in most areas such as interest in learning

lifelong learning awareness

clinical thinking ability; interpersonal communication skills etc. In some respects the differences remains to be further studied such as memory of knowledge

systematic knowledge

and clinical operation skills

etc.