Abstract: Objective　To explore the feasibility of the interactive network teaching round mode and to evaluate its effect. Methods　This study included 185 medical postgraduate students and standardized training residents who participated in online and offline synchronous teaching rounds from February 2021 to February 2022. The online rounds were designed in three steps including interactive live rounds, medical record preparation, and virtual bedside teaching rounds. After completing the teaching rounds, participants evaluated the effect of the rounds by questionnaire survey method. Eventually, all students were assessed on the teaching content, and the pass rate and excellent rate would be counted. Students in the offline rounds participated the same programs simultaneously when the online rounds were carried out.Results　There was no significant difference in the impression scores of online and offline graduate students or residents on the preparation, guidance, methods, effects and impressions of teaching rounds (P>0.05); there was also no statistical difference in pass rate between the online participants and the offline participants (P=0.484), while the excellent rate of online participants is higher than that of offline participants (29% vs. 16%, χ²=5.102, P=0.024).Conclusion　Compared with students in the offline rounds, participants in the interactive network teaching round mode have a similar pass rate and a higher excellent rate, which indicates that the interactive network teaching round mode has a better teaching effect.

Key words: interaction, network, teaching mode, clinical