Objective: To explore the application of new media assisted Team-Based Learning (TBL) teaching model on the pre-internship curriculum of ophthalmology for medical students, thus providing a reference for the teaching reform of the pre-internship curriculum. Methods: In July 2022, 60 medical students from grades 2019 and 2020 were selected as the research subjects and were randomly divided into two groups. 30 students joined the new media assisted TBL teaching model group and 30 students joined the conventional TBL teaching model group. The effect of the new media assisted TBL teaching model and TBL teaching models was evaluated by TBL homework scores, ophthalmology-related examination scores, curriculum evaluation, self-evaluation after class, and the questionnaire about employment choice. Statistical analysis was performed using a nonparametric test and Chi-square analysis. Results: Among seven classroom assignments, one of them was scored statistically higher in the new media group than the traditional group (Z=-2.252, P=0.048). In ophthalmology-related examination scores, there was no significant difference between the new media group and the traditional group (Z=-0.277, P=0.788), while the excellent rates in the new media group (86.67%) were significantly higher than that in the traditional group (63.33%) (χ 2 =4.356, P=0.037). In the curriculum evaluation, all students were very satisfied with the pre-internship curriculum, more than 90% of them approved of the teaching methods such as mini-lessons and TBL, and 88.3% of the students (53/60) thought that the new media group is better than traditional TBL, and 58.3% of them (35/60) are very satisfied with new media. There was no statistically significant difference in self-evaluation between the new media group and the traditional group. In terms of employment choice, the new media group has more diversified choices. Conclusions: Both teaching modes produced fine learning outcomes in the pre-internship curriculum of ophthalmology for junior medical students. The new media assisted teaching model seemed to benefit the outcomes of the TBL classroom in terms of promoting learning enthusiasm and hands-on capability, consolidating the mastery of theoretical knowledge, and inspiring medical students to think about career planning in a more diversified way.