Abstract: Objective Analysis of the teaching effect of the micro-classroom in the experimental teaching of diagnostics. Methods In the 50 classes of undergraduate clinical specialty of 2014 level of guangdong medical mniversity, 2 classes were selected as the control group (n = 67) by random number table method, and 2 classes were selected as the experience group (n=65) in the same way. The results of theoretical knowledge and clinical skills were calculated. Two groups of students on the recognition of two kinds of teaching methods were evaluated. The data of two groups were compared using t-test and chi-square test. Results The results of the theoretical knowledge and clinical skills of the experimental group were significantly higher than the control group (P< 0.05). There was a significant difference between the two groups (P< 0.05), which was found to be able to deepen the understanding of theoretical knowledge, to improve the ability of clinical skills operation, to cultivate clinical thinking and to mobilize the enthusiasm of independent learning. Conclusions Micro classroom teaching can significantly improve the quality of experimental teaching of diagnostics.

Key words: Micro classroom, Diagnostics, Application effect