Abstract: Objective To explore the combined teaching mode of CBL, PBL and TBL in oral clinical teaching and evaluate the teaching effect. Methods Clinical students of grade 2014 in our school were selected as the experimental group and taught in combined teaching mode (the test group, n=42). Clinical students of grade 2013 in our school were selected as the control group and adopted the traditional teaching mode (the control group, n=38). The questionnaire survey and a closed book exam were used to evaluate the teaching effect. The score on the final exam and the students’ satisfaction questionnaire after class were recorded. The differences between the two groups were compared and analyzed. Results The teaching results in the experimental group was significantly better than those in the control group in the aspects of interest stimulation, knowledge mastery, self-educated ability, clinical thinking ability, total exam score, and subjective question score(P＜ 0.05), although it took the students in the experimental group much more time to prepare before classes(P＜ 0.05). And there was no difference in the ability of analysing, solving problems, and satisfaction on course arrangement and teachers (P ＞ 0.05). Conclusion The combined teaching mode is appropriate in oral clinical teaching with good results.