Abstract: Objective To evaluate the teaching effects of the multiple teaching model of case based learning (CBL),problem based learning (PBL) and team based learning (TBL) in clinical practice teaching of respiratory medicine in a sequential way. Methods Ninety-two clinical medicine students of Grade 2013 from Kunming Medical University came to the department of respiratory medicine for clinical practice and were selected and randomly divided into two groups. The control group was taught in the traditional model, while the experimental group in the sequential multiple teaching model of CBL, PBL and TBL. The scores of clinical skills examination and the satisfaction questionnaire were compared between the two groups. Results The clinical skill test scores of CBL, PBL and TBL sequential multiple teaching group (76.75) were higher than those of the traditional teaching group (71.25), Teaching satisfaction (76.08%) was higher than that of traditional teaching group (47.83%),both with statistical significance (P<0.05). Conclusion Multiple teaching model has produced favorable teaching effects in the respiratory clinical practice teaching and improved the clinical skills of students, therefore enjoyed popularity among students.