摘要：Objective: To explore the importance of CBL in pathophysiology teaching. Methods: 218 undergraduate clinical medicine students in 2015 grade were divided into CBL group and control group, and each group had 109 students. The CBL group was taught by CBL, while the control group was taught by routine teaching mode. The teaching effects was evaluated by questionnaire survey and stage test. Results: The CBL group was superior to the control group in learning interest, logical thinking, knowledge system construction, comprehensive use of knowledge to solve problems. Conclusion: CBL teaching enhanced students’ understanding of knowledge significantly, and also enhanced their clinical thinking and problem analysis ability.
