Abstract:In the reform of medical microbiology teaching, Problem Based Learning (PBL) was compared to traditional tuitional methods. The result indicated that the PBL group’s scores of analysis problems, scores of theories and the total scores in examinations were significantly higher (P<0.01) than those of the traditional group. In the PBL teaching practice, major factors influencing teaching effect were found as the following: difficulties of role changing between teachers and students, student being easily puzzled by secondary problems, shortage of time and equipments, and defects in assessment methods. Therefore, corresponding countermeasures are provided in the present study to improve the teaching effect.
