Objective:To compare the effects of PBL and LBL two kinds of teaching modes of the teaching effect in clinical medicine specialty system in anatomy teaching.Methods:randomly selected clinical medicine undergraduate student 80 people, divided into the experimental group (40 people) and control group (40 people), the experimental group used PBL teaching model, the control group used the LBL teaching mode of teaching, the teaching effect was compared between the two groups.Results:the results showed that the appraisal theory, the experimental group and the control group students had no significant difference between the scores in memory type in the title ( P >0.05), and in the understanding of the subject scores, application-oriented topics score and examination scores, students in the two group showed significant difference, the experi-mental group students scored higher ( P <0.05).Survey results show that, between the two groups of students in 5 aspects of the questionnaire had significant difference ( P <0.05).Conclusion:the PBL teaching method shows obvious advantages in clinical medicine specialty system anat-omy teaching, can the widespread application of PBL teaching method in the teaching of anatomy in the system in the future.%目的：比较PBL与LBL两种教学模式在临床医学专业系统解剖学教学中对教学效果的影响。方法：随机抽取临床医学本科生80人，将其分为实验组（40人）和对照组（40人），实验组采用PBL教学模式，对照组采用LBL教学模式教学，比较两组教学效果。结果：理论考核成绩表明，实验组与对照组学生比较，在记忆型题目中得分差异无统计学意义（ P ＞0．05），而在理解型题目、应用型题目得分和考试总分方面，实验组学生得分更高（ P ＜0．05）；问卷调查结果表明，两组学生之间在问卷的5个方面差异均有统计学意义（ P ＜0．05）。结论：PBL教学法在临床医学专业系统解剖学教学中表现出明显的优势，在今后的系统解剖学教学中可以广泛推广PBL教学法。
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