Objective　To explore the application effect of problem-based learning (PBL) combined with situational teaching in medical rescue of nuclear emergency teaching. Methods　The 100 students from Batch 2017 of the Army Medical University were selected as the teaching objects

and the nuclear emergency medical lessons were divided into two parts: the control group (the first 20 lessons) and the experimental group (the last 20 lessons). The control group adopted traditional teaching method

the experimental group adopted PBL teaching mode for theoretical teaching

and situational teaching method for skill practices. The teaching effect of the two groups of students were examined by theoretical examination

skill practical assessment and questionnaire survey. SPSS 17.0 was used for chi-square test. Results Theoretical examination results of experimental group (77.10±8.11) were higher than those of control group (73.97±7.93)

with significant differences (P<0.01). Practical assessment results of experimental group (78.40±6.35) was higher than those of control group (71.04±7.51)

with significant differences (P<0.01). Concerning the results of theoretical examination

practical assessment and student self-evaluation

the experimental group was superior to the control group in all aspects (all P<0.05). Conclusion　Compared with traditional teaching methods

the PBL combined with situational teaching could encourage the learning interest of students

enhance their ability of independent learning

promote them to master the knowledge and skills of medical rescue of nuclear emergency adroitly

cultivate their team spirit and elevate the practical ability of students.