Objective To explore the teaching effect of lecture-based learning (LBL) and case-based learning (CBL)combined with new technology mode. Methods A total of 128 clinical medical students who were interned and rotated in the Department of Orthopedics of the Second Affiliated Hospital of Xi'an Jiaotong University from early May 2020 to the end of July 2020 were selected as research objects. They were divided into LBL group and CBL group according to random number table method, with 64 cases in each group. LBL group conducted LBL teaching mode, while CBL group conducted CBL combined with new technology teaching mode, then quantitatively compare the results of the two groups and the feedback information of students through examination and questionnaire. Results The results of written exammination and operational examination in CBL group were better than those in LBL group, the differences were statistically significant (P<0.05). In terms of students' feedback, CBL group had higher feedback evaluation on learning interest, clinical thinking construction and team cooperation ability than LBL group, the differences were statistically significant (P<0.05). There were no significant differences in the mastery of clinical knowledge and doctor-patient communication ability between the two groups (P>0.05). Conclusion CBL combined with new technology teaching mode can significantly improve the teaching quality during practice rotation, improve students' learning interest, clinical thinking construction and teamwork ability. This research may provide guidance for clinical teaching.