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目的探讨PBL教学模式在诊断学教学中的临床应用效果。方法选取我校2012年9月~2013年6月继续教育学院学习诊断学的121名学生资料进行分析，采用随机数字方法将学生分为对照组和实验组，对照组学生采用采用传统教学模式，实验组实施PBL教学模式，比较两组教学效果。结果实验组理论考试成绩、实践考试成绩以及临床技能操作总分成绩显著高于对照组（<0.05）；实验组提高基础知识掌握、提高学习能力、提高分析问题、提高沟通及表达能力以及综合评价高学生显著多于对照组（<0.05）；但是，实验组学习负担增加学生数也显著高于对照组（<0.05）。结论诊断学教学过程中实施PBL教学模式效果理想，能够激发学生的学习兴趣，提高分析问题、解决问题能力，形成学生独特思维。“,”Objective To investigate the clinical ef ect of PBL in diagnostics teaching.Methods Choose 121 students from September 2012 to June 2013 in our school of continuing education studying Diagnostics,using a random number method students were divided into control and experimental groups,a control group of students using traditional teaching model,the experimental group implementation of PBL were compared teaching.Results The experimental group theory exams,practice exams,and clinical skil s to operate out of scores were significantly higher ( <0.05);the experimental group to improve the basic knowledge to master,improve learning ability,improve analysis of issues,as wel as improve communication and presentation skil s comprehensive Evaluation of students scored significantly higher than the control group( <0.05);however,the experimental group increased the number of students learning the burden is also significantly higher( <0.05).Conclusion The implementation of the teaching process diagnostics ideal of PBL ef ect,to stimulate student interest in learning,improve the analysis of issues,problem-solving skil s,the formation of students'unique thinking.