Feedback plays a vital role in medical simulation and clinical practice teaching. Nevertheless, there is a lack of an effective structured theoretical model to improve the teaching feedback quality. Guided by the “learning-centered” educational philosophy and relevant medical education theories, the teaching team from West China Second University Hospital, Sichuan University explored and established the “West China Four-Step Feedback Method” for medical simulation and clinical practice teaching, and developed supporting auxiliary teaching tools. This article introduces the construction and operational mechanism of the aforementioned feedback model, the design and optimization process of the auxiliary teaching tools. Its theoretical value, practical application value, limitations and future research directions are also discussed.