方法：从2010级临床医学专业本科生中随机选择5个班，共148人作为试验组，采用“以问题为基础的教学(problem-based learning，PBL)”模式，另外随机选择5个班级，共151人采用“以授课为基础的教学(lecture- based learning，LBL)”模式作为对照，对两组学生的期末考试成绩进行比较。采用调查表对试验组学生和教师分别进行问卷调查，获得他们对PBL的评价信息。

结果：试验组考试成绩平均值(78.35±7.63)明显高于对照组(71.68±6.37)(P <0.001)； 大多数学生认为PBL教学模式使他们在查阅、综合、分析信息的能力、书面与口头表达能力等得到提高，且使学习内容更容易理解； 培养学生的临床思维能力，让理论知识在临床见习中得到印证，在提高临床见习质量的基础上，提高眼科学教学效果。教师也普遍认为PBL教学模式下的课题气氛更活跃，学生发言更积极主动，师生关系更融洽。

结论：PBL教学模式能有效提高临床眼科学的教学效果，值得进一步推广应用。

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.