Abstract: Objective To explore the application value of fragmented medical micro-learning method in clinical practice teaching. Methods Forty undergraduates were randomly assigned into experimental group（20 subjects）and control group (20 subjects), the students in experimental group used the fragmented learning method and the students in control group used the traditional learning method. The teaching effects were assessed by many methods. Results In terms of student achievement, student satisfaction survey, teachers’ questionnaire and patients’ questionnaire, the scores of experimental group were significantly higher than those of control group. Conclusion The fragmented medical microlearning method is a new effective teaching method, and it is worth promoting in clinical teaching.