Objective　To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods　Totally 101 preventive medicine majors of five-year program were divided into two groups： control group（n=52） and experimental group（n=49）. Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results　Scores of experimental group in multiplechoice， case study and final grade （30.347±4.171， 32.031±2.781， 74.296±5.642， respectively） were better than those of control group （28.520±4.443， 28.760±4.305， 70.010±7.783， respectively）， with significant differences between two groups（P<0.05 for all）. But there was no significant difference between two groups in short-answer questions score（11.918±2.431， 12.731±2.523， respectively）（P >0.05）. More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity， logical thinking ability and problem solving ability， etc. Conclusions　With satisfactory teaching effect， sandwich teaching promotes teaching quality.