Objective　To explore the effect and teaching methods of double supervisor sandwich teaching in rehabilitation medicine teaching. Methods　Totally 48 students from eight-year program class in our university were randomly divided into experimental group and control group. Experimental group (24 students) using double supervisor sandwich teaching method

which was jointly conducted by an associate professor and a lecturer while control group (24 students) used the traditional single supervisor sandwich teaching method. Tests including basic theoretical knowledge and clinical application knowledge were delivered immediately after class to evaluate teaching efficacy

during which SPSS 23.0 software was used for statistical analysis and t-test was used for score comparison. Results　The total scores of the tests in the experimental group and the control group were respectively (91.42±5.76) and (86.02±10.24). There was significant difference between the two groups (t=2.249

P=0.031). The scores of basic theoretical knowledge of experimental group and control group were (62.23±3.43) and (58.07±5.57). The differences be-tween the two groups were statistically significant (t=3.120

P=0.003). The scores of clinical application knowledge of the experimental group and the control group were (29.19±4.75) and (27.96±8.01). There was no significant difference between the two groups (t=0.646

P=0.522). Conclusion　The application of double supervisor sandwich teaching method in rehabilitation medicine can not only significantly enhance the quality of teaching

but also improve students' test scores.