Objective　To evaluate the effect of social interaction model on the internal clini-cal practice and to explore the teaching model which can improve the quality of medical students in clinical medical practice. Methods　Totally 261 students of practiced in department of internal medicine from July 2012 to June 2013 were enrolled and were randomly divided two different teach-ing teams： traditional teaching group （n=130） and social interaction group （n=131）. Results of theory examination， skills assessment， medical record writing test and medical humanities appraisal in two groups were compared. Questionnaire was employed to investigate the effect of social interaction model on the internal clinical practice. SPSS 17.0 software was used to do statistical analysis and measure-ment data was expressed x±s. Two-sample mean was analyzed by t test and ?字2 test was used to com-pare the ratio. P<0.05 stands for the statistically significant difference. Results　There was no statisti-cally significant difference in theory results between traditional teaching group and social interaction model group（P=0.108）. Results of medical record writing test and medical humanities appraisal in social interaction group were obviously higher than those of traditional teaching group（P=0.013，0.009）. Number of class A medical record and qualified students in clinical skill examination was ob-viously increased in social interaction group than in traditional teaching group（P＜0.05）. Most students held a positive attitude to the social interactive teaching model. Conclusions　Social interaction teaching helps to improve the quality of clinical internal medical practice， especially the improvement of clinical practice skills and the cultivation of medical humanities knowledge of medical students.