Objective　To explore the effects of internet-based quiz on pathophysiological teaching. Methods　undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect. Indexes evaluated were scores of midterm exam and final exam

students' teaching evaluation scores and teachers' self-evaluation scores. T test for data analysis was performed by SPSS 20.0. Results　the scores of each general question and the total scores of midterm exam in the quiz group were higher than those in the control group

with statistically significant differences (P<0.005)

except for the scores of short-answer and discussion questions. The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group

with statistically significant differences (P<0.005). Scores of knowledge memory

learning efficiency

learning interest

learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group. There were no significant differences between two groups in the scores of classroom management

teacher's professional ethics

teaching democracy

homework

teaching capacity and teaching interaction. When using these two teaching methods

the scores of teachers for comprehending students' study

motivating students to study

saving working time

saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group

with statistically significant differences (P<0.05). There were no statistical differences between two groups in the scores of classroom management

teacher's professional ethics

teaching democracy

homework

teaching capacity and teaching interaction. Conclusion　Internet-based quiz is an effective way to improve students' study

so as to improve the teaching quality.