ABSTRACT
Since 2008, we have carried out a systematic exploration of case-based PBL teaching model in clinical medical undergraduates. The questionnaire results show that the students are highly satisfied with the course setting and the teaching quality of teachers, and have a strong sense of gain in the cultivation of learning interest and the improvement of learning capacity. The analysis of the examination results in the past ten years also reveals that the excellent student rate of the class with case-based PBL seminars have been significantly improved. The retrospective analysis also shows that the students' knowledge level, professional background, class size, and the curriculum system settings have significant influences on the teaching effect. Therefore, for students with different academic systems and majors, PBL teaching mode should be designed differently to achieve better teaching effect.