Objective　To compared the effect of combined teaching method of lecture

case analysis and GasMan@ software (LAG) and traditional teaching method (LBL) in inhalation anesthesia practice course. Method　78 anesthesiological undergraduates were randomly assigned to G group (n=39) or Control group (n=39). According to the requirements of clinical anesthesiology in the syllabus

G group used classroom lectures

case analysis and GasMan@ software (LAG) teaching method

while Control group used lecture based learning (LBL) teaching method. The students took anonymous quiz and filled teaching effect evaluation form after practice course. Then the exam results were compared between groups to evaluate the teaching effect. SPSS 19.0 was applied to do statistical analysis and t test and ?字2 test were used. Results　Compared to the Control group

G group got better results in ob-jective questions like choosing

judgment

case analysis and average ranks (P=0.000)

and there was no significant difference in the identification section (P=0.087)

while G group also got better results in subjective questions like learning interests

study efficiency

memorize

logical thoughts

ability of analysis

solving problems and cooperation (P<0.05). Conclusion　Compared to traditional teaching method

the combined use of lecture

case analysis and GasMan@ software make students immersive

develop their clinical thinking ability

and improve the teaching effect of inhalation anesthesia practice course significantly.