Objectives　To provide new ideas on how to shift students' learning attitude from passive learning to active learning

we explored and evaluated 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

with 460 medical students enrolled in the survey whose approval degree on current teaching mode was analyzed. Excel was used to collect and process data

complete descriptive analysis and calculation of the percentage of indicators. Results　A total of 460 anonymous questionnaires were distributed and 453 valid questionnaires were retrieved

from which the following information was obtained: ①Pre-class learners' guidance designed for current teaching mode: 88.7% of students (402/453) believed that Pre-class Learners' Guidance motivated them to preview relevant teaching contents before class. 82.8% of students (375/453) believed Pre-class Learners' Guidance improved discussion quality in class. 76.6% of students (347/453) believed Pre-class Learners' Guidance expanded thinking and exploring space

while it did not increase student study burden (306/453

67.6%). ②Compared with traditional teaching mode

the case/problem-based and interactive teaching mode had following advantages: It's helpful to cultivate students' clinical thinking (414/453

91.4%)

strengthen students' memory and understanding during study (400/453

88.3%)

attract students' attention in class (380/453

83.9%)

and aroused student's interest in class discussion (327/453

72.2%). ③83.4% of students (379/453) preferred current teaching mode: they believed this teaching mode could improve students' ability to analyze and solve problems (325/453

71.7%)

train clinical thinking (321/453

70.9%)

improve students' self-study ability (247/453

54.5%) and increase students' capabilities of making summary and conclusion (197/453

43.5%). Conclusion　Case/problem-based and interactive teaching mode in pathophysiology curriculum enhances students' ability of self-studying

activates classroom's atmosphere

improves teaching quality

and effectively fosters students' clinical thinking. Therefore

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