Abstract: Objective In the study we mainly aimed to compare the results of three methods of teaching/learning which are based on frame-work based learning model. Methods In the reform of medical education, the teaching of Medical Microbiology was partly integrated with Medical English and frame-work based learning model was involved. In the study, 73 students in Peking Union Medical College were enrolled in the practice of this reform of frame-work based learning and experience three methods of teaching/learning: instructor regulated learning, peer regulated learning and self regulated learning. Objective tests were taken to investigate the master degree of related knowledge both at the immediate time (post test) and after 40 days (delayed retention test). Results The score of master degree of related knowledge ranking list are similar in the post test and delayed retention test: instructor regulated learning（3.79±0.89 and 3.35±1.18, self regulated learning（2.71±1.03 and 2.86±0.88）and peer regulated learning（2.42±1.08 and 2.10±1.13）(P﹤0.01).While the disparity between the two exams of the same student varies in three methods of teaching/learning, the scores in instructor regulated learning and peer regulated learning mode dropped significantly but exhibit a minor promotion in score in the self regulated learning mode（P﹤0.05）. Conclusion The results indicate different advantages and disadvantages of the three modes of learning, showing that appropriate proportion of these three teaching/learning methods is needed to be detected and adjusted to get the best results.

Key words: Key words: Frame-work based learning, instructor regulated learning, peer regulated learning, self-regulated learning, evaluation