Objective　To explore the teaching effect of individualized teaching based on problem-based learning (PBL) that applied in gynecology practice teaching under the background of conflicts between postgraduate examination preparation and clinical internship for medical undergraduates. Methods A total of 157 medical students of the five-year program who started gynecology internship and meanwhile prepared for the postgraduate entrance examination in 2018 were enrolled in the study and divided into two groups randomly. One group received traditional teaching (control group)

and the other group received individualized teaching mode based on PBL (observation group). After the internship

the two groups of students were assessed for their theoretical and clinical skills

and the students' evaluation of the teaching effect was acquired through a questionnaire survey. SPSS 22.0 was used to perform chi-square test. Results　The students in observation group had statistically significant higher scores in theory and skill tests than those in the control group (P<0.001). The evaluation of boosting their enthusiasm for internship

advancing self-learning ability

conducing to improving learning methods in the future

and enhancing clinical skills and thinking ability in the observation group was significantly better than that in the control group (P<0.05). Conclusion　The individualized teaching model based on PBL could efficiently alleviate the conflicts between internship and postgraduate entrance examination preparation and improve the effect of gynecology practice teaching.