Objective: The scenario-based training is a new model in endocrine and metabolic diseases education. Further discussion in discovering the potential, choosing the proper methods and finding the impact on students of this model are needed. In the present study, we evaluated the characteristics of two models: the problem-based learning (PBL) methods and "Metabolic Management Center" teaching modality in the education of endocrine and metabolic diseases. Results: For the former, we collected questionnaires in the PBL case in endocrine from 91 students in grade 3 in 8-year medical program, and for the latter, we collected questionnaires from 25 students in 8-year medical program and 15 visiting physician who have attended the "Metabolic Management Center" teaching modality. Results: For the former, the scores were between 4.48 and 4.91 (5 as the highest) for each choices involved in the assessment of both the cases and the teachers. For the latter, students scored were higher in degree of satisfaction, class atmosphere, and mastering the idea of integrated management in metabolic diseases in "Metabolic Management Center" teaching modality as compared with those in traditional ward teaching modality(P=0.042, 0.025 and 0.006, respectively). Conclusions: The scenario-based training enriched the forms and methods in endocrine and metabolic diseases education. It not only could be accepted by the medical students, but also improve the learning interest, class atmosphere, and ability in mastering the concepts in the field of endocrine and metabolism.