Objective　To explore the teaching effect of acute poisoning course among students majoring in rescue medicine. Methods　From March to June 2013， 30 students majoring in rescue medicine were randomly divided into two groups for the clinical practice. Case-based learning was used in experimental group and cases was tracked from one department to another in chronological order or in reverse order to explore the cause of poisoning and the development of disease and to ob-tain the complete medical records of patients. Traditional rotating internship was used in control group. Poisoning cases in the department were taken as the starting point and end point and the medical records of patients were obtained. The clinical teaching effect was compared between the two groups through questionnaire survey and final examination. The data were calculated by SAS 9.2 software， mean comparison between the two groups was conducted by t test and enumeration data were analyzed by chi-square test. P<0.05 stands for statistically significant difference. Results　The number of cases in the experimental group was more than that in the control group during the same internship period （（15±3） vs. （9±5），P<0.01）. Skill score of experimental group was significantly higher than that of the control group（（79.1±6.9） vs. （66.2±6.7）， P<0.01）. Theory examination results between two groups had no obvious difference（（88.4±5.7） vs. （87.8±6.3），P >0.05），however， theory examination results were increased significantly in this year compared with those of previous year（（88.1±6.0） vs. （79.3±12.8）， P<0.01）. Questionnaire survey demonstrated that teachers and students' satisfaction were 95.3%（143/150） and 93.3%（140/150） respectively regarding the ten advantages of the track-ing type internship. Conclusions　Tracking type internship with poisoning case-based learning is a good combination of lecture-based learning and problem-based learning. It is helpful to cultivate and exercise students' ability to apply the knowledge.