The purpose of this study was to examine the effects on the learning outcomes of veterinary medicine students after the intervention of constructivism, metacognitive, and neurocognitive based (CMEN) and traditional teaching models to the experimental and control groups respectively. The total participants were 84 students from Faculty of Veterinary Medicine, a public university in Khon Kaen province, Thailand. They were equally distributed to 42 students in each group on a voluntary basis. Researchers employed experimental research pre-test and post-test control group design. Results of this study showed that there was no significant difference between groups on the dependent variables before the intervention. However, all the dependent variables namely medical terminology and anatomical knowledge achievement, metacognitive ability, and working memory ability had significant differences between groups after the intervention. The developed teaching model has been proven to successfully promote students’ learning outcomes. As a result, the CMEN teaching model can enhance students’ abilities in understanding medical terminology, anatomical knowledge, raise their metacognitive ability, and promote their working memory ability.