Objective　To study the efficacy of problem-based learning（PBL） in clinical teach-ing of gynecology and obstetrics. Methods　Totally 170 students in our department for probationary were divided into two groups randomly. Students in the two groups were taught by theoretical lecture and case study in the ward. PBL（After the lectures， teachers choose clinical cases， students inquire medical his-tory and do physical examination， students discuss on the case and propose treatment scheme， students look up references and consult specialist to determine treatment scheme， students do team report and tea-chers give comments） was used in experimental group（n=87）while traditional teaching method（teach-ers guide students to inquire medical history， do physical examination， analyze the cases and make diag-nosis， do differential diagnosis and give treatment as well as answer the questions posed by students ） in control group（n=83）. Ability of students to solve the practical problems was assessed by final examina-tion（theoretical exam and case analysis） and the efficacy of PBL was investigated by questionnaire sur-vey. SPSS 11.5 soft ware was employed to do statistic analysis. Measurement data were analyzed by t test and manifested asand enumeration data were analyzed by chi-square test. P≤0.05 stands for statistical differences. Results　There was no difference in theoretical score between experimental group and control group. Score of case analysis was higher in experimental group than in control group（t=2.236， P=0.017）. Students' satisfaction degree of PBL was much higher than that of traditional teaching method. Conclusions　PBL is better than traditional teaching method in clinical teaching of gynecology and obstetrics. It can improve students' ability of problem-analyzing and problem-solving， therefore should be promoted in clinic education.