Objective　This study aimed to explore the practice and effect of PAD Class (presentation-assimilation-discussion Class) in the teaching of Medical Genetics. Methods　We randomly selected a teaching class (117) for PAD Class and the other class (115) for lecture-style teaching. The two classes took the same exam in the end

with the PAD class taking an extra questionnaire on teaching conditions at the same time. The average scores of the two classes were tested by SPSS 19.0. Results　The scores of the final exams for PAD and control classes were (72.21±7.42) and (69.77±8.89)

differences were statistically significant (t=2.27

P=0.02). Questionnaire results showed that in PAD Class

68.81% (75/109) of the students could complete homework

93.58% (102/109) thought that PAD class had (obviously) increased their initiative and enthusiasm for learning

and 53.21% (58/109) were very satisfied with their learning results. Conclusion　PAD Class is suitable for the teaching of Medical Genetics and improves the teaching efficiency.