AIM:To investigate the effect of teaching mode of problem-based learning(PBL)in the teaching of medical students' clinical ophthalmology.

METHODS: Five classes(total 148 students)were randomly selected as experimental group, using PBL method, at the same time another 5 classes(total 151 students)were also randomly selected as control group, using lecture-based learning(LBL)mode in 2010 grade. The scores of the experimental group were compared with control at the end of term. In addition, students and teachers were respectively interviewed using self-administered questionnaire to obtain their evaluation for PBL practice.

RESULTS: The mean scores of PBL group(78.35±7.63)were significantly higher than control group(71.68±6.37)(P<0.001). Most of students thought that their ability of referring, synthesizing and analyzing information was enhanced by PBL, and their skills both in written and oral were also improved. PBL made it easier to understand the contexts of course. It was the best way to improve the effect of teaching in ophthalmology based on the increase of quality in novitiate that gives more chance to students of contacting with practice, developing the ability of clinical thinking and verifying the theory in clinical novitiate. Lots of teachers considered that the classroom atmosphere was more active, students were becoming more and more proactive on their classes and the relationship between students and teachers were more harmonious when PBL was used.

CONCLUSION:Using PBL teaching mode can highly improve the teaching effectiveness of clinical epidemiology, which is worth popularizing.