To compare the application value of rabbit brain infusion ( TF) and lipopolysaccharide ( LPS)-induced disseminated intravascular coagulation (DIC) models in medical laboratory teaching, this study systematically contrasts these two classical models across four dimensions: pathogenic mechanisms, modeling techniques, detection systems, and teaching application design. Results indicate that the TF model simulates acute traumatic DIC through exogenous coagulation activation, while the LPS model mimics chronic infectious DIC via endogenous inflammatorycoagulation cascades. Both models exhibit complementary characteristics in pathogenesis timing, indicator profiles,and experimental skill training. Teaching optimization strategies grounded in mechanism-oriented approaches, skilltiered training, and clinical mapping can effectively enhance students’ understanding of DIC’s complex pathological processes and practical competencies. This provides theoretical justification and a feasible teaching design framework for selecting and integrating DIC models in medical experimental education.