Objective　To evaluate the effectiveness of applying simulation based medical education（SBME） in critical care medicine PBL teaching. Methods　Totally 46 undergraduates in medical college of Shanghai JiaoTong University， who participated in critical care medicine PBL teaching in our Hospital from 2012 to 2013 were chosen as research objects. These students were divided into two groups： PBL group（2009 grade， n=24） and SBME-PBL group（2010 grade， n=22）. The teaching effectiveness was evaluated by questionnaire survey， theoretical exam， direct observation of procedural skills（DOPS） and mini-clinical evaluation exercise（Mini-CEX）. Data were analyzed by SPSS 17.0 software. The data of questionnaire survey were expressed as percentage and the assessment results were expressed as x±s. Chi-square and t test were used to do statistical analysis. P<0.05 signi-fies for statistically significant differences. Results　①The results of questionnaire survey showed that： there was no significant difference between two groups in study interests（P=0.665， 0.937， 0.746） and study ability（P=0.937， 0.665）. But regarding collaboration ability， SBME-PBL group performed better than PBL group（P=0.019， 0.038， 0.024）. ②These was no significant difference in the theo-retical knowledge exam between PBL and SBME-PBL group（P=0.743）． But the DOPS scores of car-diopulmonary resuscitation（P=0.000）， endotracheal intubation（P=0.023）， defibrillation（P=0.002） and central venous catheterization（P=0.047） were all significantly higher in SBME-PBL group than in PBL group. ③In Mini-CEX， there was no statistical difference in physical examination skills（P=0.790） and clinic judgment（P=0.426） between the two groups. However， SBME-PBL group performed better in medical interviewing capacity（P=0.002）， humanistic care （P=0.001）， counseling skills（P=0.017）， organization efficiency（P=0.029） and overall clinical competence（P=0.024） than PBL group. Conclusions　SBME can promote the students' team work spirit， basic clinical skills and comprehen-sive clinical capacity in critical care medicine PBL teaching and can improve the teaching quality of critical care medicine.