Objective To analyze the results of clinical skill competitions by medical students in Qingdao University from 2014 to 2019,in order to provide reference for improving teaching effect of clinical skill. Methods The data analysis covered the results from 6 competitions with 2 419 undergraduates of 5-year program and of “5+3” program from 9 clinical medical schools of Qingdao University during the period 2009 to 2014 and a questionnaire survey was carried out in 600 competition team members and 120 referees. The ANOVA was used to analyze the loss of points at each station of the 6 competitions, and the Pearson correlation coefficient was used to analyze the trend of the change of points lost with the competitions year. Results The number of medical students participating in the 1st to 6th competitions accounted for 24.8%(600/2 419) of the total number of medical student. From the 1st to the 6th competition, the points lost at each station gradually decreased, for example the lost score of history taking decreased from 29.50 ± 9.85 down to 25.50 ± 6.43, 18.50 ± 6.26,16.50 ± 4.74,15.50 ± 3.69 and finally to 13.00 ± 3.50 (all P＜0.05), the points lost in each competition station show a decreasing trend with the change of the year(r＝－0.436～-0.754,all P＜0.05); Compared with other competition stations, the comprehensive skills station lost the most points. Take the example of the second competition, the lost score was concentrated in the comprehensive skills (37.50±10.07) , obstetrics and pediatrics technology (21.50±7.47), puncture technology (26.00±8.10), surgical technology (25.00±7.82), emergency technology (23.50±7.47), physical examination (22.50±6.35), case analysis station(25.00±4.08) and history taking (25.50±6.43 )(all P＜0.05).There was also a significant difference in the average loss points of different organizations of competition teams. For example in the fifth competition, the scores from randomly selected team members (26.33±10.08), from recommended plus random hybrid team members (15.67±4.17) and from recommended team members (8.33±4.42) were significantly different (all P＜0.05). The questionnaire collected from 120 referees showed that the top reasons for losting score were the standardization and proficiency of the operation[70.8%(85/120)]. Conclusions The results of the medical students' clinical skill competition have been improved year by year and the scores from recommended team members were higher than those from the random team members and the recommended plus random hybrid team members. The competition is one of the important methods to consolidate and improve the clinical practice capacity of medical students. It is suggested that more students should be invited to join the competitions in future and school authority should pay more attention to the regular training of clinical skills of medical undergraduates.