Objective To explore the role and significance of clinical scientific research training for medical students in the teaching practice of otorhinolaryngology. Methods The otorhinolaryngology theory was introduced to the undergraduates of 2015 and 2016 five-year medical department of Sun Yat-sen University from September 2018 to December 2019.The comprehensive teaching method of research capacity building combined with case study was adopted. The questionnaire survey method was used to compare the students' cognition, attitude and evaluation of related clinical scientific research ability before and after the teaching.Chi square test was used for data analysis. Results According to the questionnaire survey, the students’ satisfaction rate for the teaching method of clinical research training was 93.9%(216/230); 87.8%(202/230) students were willing to carry out clinical research in the future clinical work; Before and after teaching, they were more interested in clinical research [31.4%(74/236) vs 56.5%(130/230)]. The importance of clinical research [29.7%(70/236) vs 54.8%(126/230)] and enthusiasm for participating in clinical research activities [20.3%(48/236) vs 46.1%(106/230)] were also improved. The abilities of making full use of school research resources [50.8%(120/236) vs 81.7%(188/230)] and being familiar with clinical research process [11.9%(28/236) vs 42.6%(98/230)] also elevated (all P<0.05). The differences were also statistically significant (P<0.05) in the ability to design clinical scientific research projects [12.7% (30/236) vs 30.0%(69/230)], the ability to consult Chinese literature [34.7%(82/236) vs 61.7%(142/230)], and the ability to consult foreign literature [28.0%(66/236) vs 46.1%(106/230)]. Conclusions The clinical research training can be applied to the teaching of otorhinolaryngology theory, which is helpful to improve students' interest and capacity of clinical scientific research-related ability.