Objective　To evaluate the rationality of the Sandwich Principle teaching mode adopted in our teaching of internal medicine and verify the necessity of its Intergroup intersecting discussion. Methods　33 students majoring in traditional Chinese medicine were divided into control group (taught by standard process of sandwich principle) and experiment group (taught by simplified process of sandwich principle). The Dundee Ready Education Environment Measure (DREEM) was used to evaluate students' feelings toward the two teaching modes. Results　The total score of DREEM in the control group was higher than that in the experiment group

with statistically significant difference; the total score in the academic perception subscale in the control group was higher than that in the experiment group

among which the scores of I have faith in passing the exam this year and other 2 items were better than that in the experiment group

with statistically significant difference (P＜0.05); there were no statistical difference in the total scores of other perception subscales between the two groups(P＞0.05)

but the scores of the 9 items including the atmosphere is very harmonious in the clinical teaching process in the control group were significantly better than those in the experiment group

with statistically significant difference(P＜0.05). Conclusion　The teaching mode of Sandwich Principle can create a positive and effective learning environment for supporting students. Intergroup intersecting discussion can encourage students to actively participate in the teaching process

and help increase their academic confidence and sense of achievement in learning. It is also helpful to build a harmonious teacher-student relationship and create a relaxing and pleasant learning environment so that students can gain a better learning experience. Therefore

Intergroup intersecting discussion is indispensable in medical teaching.