【】 Objectives: To provide new ideas on how to promote student’s learning behavior from passive learning to active learning

we explore and evaluate a Case/Problem-Based and Interactive Teaching Mode in Pathophysiology curriculum. Methods: Case/Problem-Based and Interactive Teaching Mode is an innovative teaching model adopted in Pathophysiology curriculum for grade 2015 students of 5-year program in clinical medicine and other medical students of non-clinical majors in Xiangya Medical School

Central South University. The teaching effectiveness of the Case/Problem-Based and Interactive Teaching Mode was evaluated by questionnaire survey. There were 460 medical students enrolled in the survey

whose approval degree on current Teaching Mode was analyzed. Data collection and analysis were performed using Excel

and the result of each parameter was expressed by percentage. Results: A total of 460 anonymous questionnaires were distributed and 453 valid questionnaires was retrieved. The following information was obtained: ① Pre-class Learners Guidance designed for current teaching mode: 88.7% of students believed that “Pre-class Learners Guidance” motivated them to preview relevant teaching contents before class. 82.8% of students believed Pre-class Learners Guidance improved discussion quality in class. 76.6% of students believed “Pre-class Learners Guidance” expanded thinking and exploring space

while it did not increase student study burden(67.6%).② Compared to traditional teaching mode

the Case/Problem-Based and Interactive Teaching Mode had following advantages: It helped cultivate student clinical thinking(91.4%)

strengthen student’s memory and understanding during study(88.3%)

attract student’s attention in class(83.9%)

and aroused student’s interest in class discussion (72.2%).③83.4% of students preferred current teaching mode: They believed this teaching mode could improve students′ ability to analyze and solve problems (71.7%)

train clinical thinking(70.9)

improve students self-study ability(54.5%) and increase student’s summarizing and concluding capabilities (43.5%). Conclusion: Case/Problem-Based and Interactive Teaching Mode in Pathophysiology curriculum enhances student s ability of self-studying

activates classrooms atmosphere

improves teaching quality

and effectively fosters student s clinical thinking. Therefore

this teaching mode deserves to be spread and applied in classroom teaching of Pathophysiology and other basic medicine disciplines as well.