Abstract: Objective To investigate the teaching effects of second class teaching in basic medical courses. Methods 85 undergraduate students from Capital Medical University who involved in second class teaching (21~23 years old) participated in this study and were divided into 3 groups: the students from the basic medical science (Group A, n=23), the students from the 7-year clinical medicine (Group B, n=22) and the students from the 5-year clinical medicine (Group C, n=40). The interviewees were asked to finish The Questionnaire of Teaching Effects of Second Class Teaching in Basic Medical Courses (for students). Results As for the evaluation of students for the teachers teaching, the students of group A (90.3±2.6) and C (89.5±3.7) were more satisfied with ‘the teachers’ guiding’ than that of group B (82.7±13.6) (P<0.05). For students’ achievement, group B obtained more in ‘selecting research project’ (90.0±5.7) than group A (84.3±8.0) and group C (87.8±8.4)(P<0.05). While group C obtained more in ‘collecting materials’ (91.3±7.3) than group A(80.9±7.9) and group B(82.7±17.0) (P<0.05), and their ‘ability of communication and expression’ (88.5±7.9) was improved more than the other two groups (group A:83.3±7.8; group B:86.4±7.6) (P<0.05). Conclusion Students were satisfied with the second class teaching overall; students became more independence in science research and got promoted in communication during this process. The more they participated in science research, the more they could benefit from it.

Key words: basic medical courses, second class teaching, teaching effects, science researches