ObjectiveTo explore the teaching effect based on the training of clinical diagnosis thinking in the teaching of symptomatology. MethodsA total of 350 clinical medical students who were in grade 3 were selected from March to July 2019 in Southern Medical University. According to cluster sampling, two classes were randomly selected and divided into two groups. The experimental group consisted of 40 students, who were given teaching reform based on the training of clinical diagnosis thinking, including integrating the teaching content, comprehensively applying the teaching methods of thinking map, flipped classroom, case teaching. In the control group, 60 students were given traditional teaching. The evaluation model of theoretical knowledge assessment and student feedback were used to evaluate the teaching effect. ResultsThe total score of theoretical knowledge assessment in the experimental group ［(85.33±15.44)points］ was better than that in the control group ［(70.05±18.51)points］, the difference was statistically significant (t=8.66, P＜0.01). The total score of feedback evaluation in the experimental group ［(79.68±5.56)points］ was higher than that in the control group ［(48.08±6.45)points］, the difference was statistically significant (t=20.42, P＜0.01). ConclusionThe teaching reform based on the training of clinical diagnosis thinking is of great significance to improve the teaching effect and the feedback evaluation of students.