Abstract: Objective To explore the application and effect of interactive case teaching in after-class learning of rehabilitation medicine for eight-year program undergraduates. Methods From March 2020 to October 2020,fifty five students of Grade 2014 in Peking Union Medical College were selected as the experimental group, while 55 students of Grade 2015 were selected as control group. After classes of basic theory, the experimental group received interactive case teaching as homework, while the control group completed their homework in traditional way. Results of assessment and questionnaire were used to evaluate learning outcomes. Results Both groups were qualified in the assessment. The survey showed that, compared to the students of control group, the capacity of communication, collaboration, patient care and life-long learning of students in experiment group was significantly higher [8.0(7.7,9.0)vs. 7.0(6.0,8.7),8.0(7.8,9.0)vs. 7.5(6.8,8.5),8.7(8.0,9.0)vs. 7.7(6.3,8.3)] with statistical significance (all P＜0.01). The experimental group also showed higher satisfaction score in the homework and the course [9(9, 10) vs. 9(8, 10), 9(8, 10) vs. 8(7, 9)] with statistical significance (all P＜0.05). Time consumption [(4.28±0.14) vs. (4.35±0.16) ]showed no difference(t=-0.3,P=0.764). Conclusions Interactive case teaching as a kind of after-class learning of rehabilitation medicine can significantly improve capacity building of eight-year program medical students with higher satisfaction.

Key words: Rehabilitation medicine, Interactive case teaching, Medical students, Teaching effects