Abstract: Objective Evaluate the learning outcoems of the flipped classroom teaching model applied to teaching of English case-discussion round for internal medicine in eight-year medical students. Methods Totally 88 eight-year clinical medical students of the Peking Union Medical College in 2019, applied the flipped classroom teaching mode in the internal medicine English case-discussion round. The mastery of knowledge was assessed by quiz before and after case-discussion round. The teaching effect was assessed by post-round feedback of five-score Likert Scale. Results The mastery of knowledge by pre self-learning are 29.3%, 37.3% and 17.3% of disease diagnosis and differential diagnosis, disease classification and degree, and treatment principles. Post-round the mastery can further achieved 84.8%, 60.9% and 45.7% respectively, through group discussions in class (P＜0.05). The average score of teaching feedback post-round was (4.01±1.02), the evaluation items with average scores ＞4 points accounted 66.7%. Conclusions The teaching mode of flipped classroom combined with small group learning can significantly improve learning outcomes as acknowledged by students.

Key words: flipped classroom, case-discussion round, medical teaching, quantitative scoring