Abstract: Objective　To study the effect of the "situational + task-driven" teaching method in medical professional English.Methods　A total of 33 "5+3" Program clinical medical students in the Second Clinical Medical College of Capital Medical University in 2019 were selected as the observation group, and 35 students of the same major studying in same college in 2018 as the control group. Both groups were balanced and comparable, and there were no statistically significant differences in age, gender and English learning ability. The control group adopted the traditional teaching method mainly focusing on vocabulary, reading and translation, questions and answers. The observation group adopted the "situational + task-driven" teaching method to simulate the "International Medical Academic Lectures". Under the guidance of teachers, students completed tasks such as conference hosting, academic reports, academic questions and answers. Through the three steps of "task design, situation presentation and mutual evaluation", the teaching objectives were realized.Results　The scores of various indicators in the student self-evaluation scale and teacher evaluation scale were higher in the observation group than those in the control group, and the difference was statistically significant (P<0.05). There was no statistical difference between the two groups in the score of teaching satisfaction (P=0.072).Conclusion　The application of the "situational + task-driven" teaching method in medical professional English can stimulate learning interest, improve students' communication skills, expression skills, and analytical thinking skills, and has achieved good results in the teaching process.

Key words: situational teaching, task-driven, teaching method, English teaching