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目的 了解北京大学医学部以问题为基础学习(problem-based learning,PBL)教学过程中教师对案例的评价,为PBL案例的后续编写提供参考性意见.方法 以参加北京大学医学部2010级八年制医学生PBL教学过程的教师为研究对象,参考CIPP模式和英国Dundee大学的教育环境测量问卷设计调查问卷.采用epidata录入调查结果,应用SPSS软件进行数据统计和描述.结果 84.2％的教师对PBL教学表示赞同;案例在知识点设置、带教过程和其他方面均得到多数教师认可,但提示涉及的临床内容过多.结论 带教教师基本认可PBL教学形式.现有案例既能够促进学生学习医学基础知识和提高综合素质,又有助于实现教学相长,但个别项目有待改善.“,”Objective To evaluate the present cases in PBL teaching and provide advice for later improvement.Methods The responders consist of the teachers in PBL teaching in Peking University Health Science Center.The questionnaires are designed by referring to CIPP evaluation model and the educational environment questionnaire by University of Dundee,and process the data by Epidata and SPSS.Results PBL teaching gains the recognition of most teachers.Generally,the cases include reasonable knowledge,and they help the process of teaching and learning.But they are also complaint of including too much clinical contents.Conclusions Most teachers involved in PBL teaching agree with this new form of teaching.The present cases help students learn medical knowledge as well as improve other skills.Also,PBL teaching promotes improvement of both students and teachers.Still,there is room for improvement.