Objective　To evaluate the teaching effects and advantages of problem-based learning （PBL） teaching mode based on network in the clinical practice of obstetrics and gynecology. Methods　2007 grade intern students in department of obstetrics and gynecology in Beijing Tongren Hospital of Capital Medical University were divided into 2 groups： control group （18 seven-year program and 11 five-year program） and experiment group （17 seven-year program and 10 five-year program）. Traditional teaching was conducted in control group： interns and teacher completed teaching ward round several times according to the teaching requirement. PBL based on network was conducted in experiment group： tea-chers asking questions-data collection-learning and discussing-demonstrating and arguing-discussing and summarizing teaching process. Then the effects of different teaching methods were evaluated by clinical practice skill and theoretical test. SSPS13.0 statistical software was used for data analysis and measurement data were expressed as x±s. T test was conducted among groups. Results　 As for clinical practice skills， scores in PBL group（seven-year program and five-year program） were higher than those of traditional group [seven-year program： （190.47±2.30） vs （87.42±2.93）； five-year program： （92.95±2.20） vs （90.09±2.70）]. There was no difference between the two groups in scores of theoretical test. In clinical practice skills， scores of general skill and clinic case analysis showed significant differences be-tween PBL group and traditional group. Conclusions　PBL tea-ching mode based on network can improve the quality and effectiveness of the clinical practice of obstetrics and gynecology， especially in the social， technical， and knowledge dimension.