Objective: To explore the value of Problem-based Learning (PBL) controlled by closed loop feedback in the teaching of respiratory system diseases. Methods: We tried to give closed-loop feedback on PBL teaching

after students undefined open inquiry and discussion based PBL autonomous learning. Closed-loop feedback contained the organization of students’ PPT reports

written summary and mechanism diagram display.Before and after closed-loop feedback

the participation of teachers and students

teaching quality

the degree of students’ identification of key knowledge points

the breadth and depth of mastering the characteristics of key symptoms and the satisfaction of PBL teaching work were investigated

and the difference was compared between before and after the closed-loop feedback. Results: Closed-loop feedback can improve the self-evaluation of tutor’s teaching participation (7.97 ±0.91 and 8.77 ±0.64

before and after closed-loop feedback

respectively; P < 0.0001) and students evaluated teaching participation of tutor (8.09 ±0.79and 8.74 ±0.45

before and after closed-loop feedback; P < 0.0001). At the same time

the teaching quality of tutors was improved (88.61 ±6.53 and 92.59 ±5.44

before and after closed-loop feedback

P < 0.0001). After closed-loop feedback

the students’ identification of the required knowledge points in the syllabus was significantly increased (84.00 ±21.75 and 90.22 ±16.18

P = 0.017

respectively

before and after closed-loop feedback). The overall satisfaction with PBL teaching was also improved obviously (8.93 ±0.67 and 9.37 ±0.64

P < 0.0001). Conclusion: Through effective practice

it is proved that the Closed-loop PBL teaching approach can play a good effect on respiratory system

and it is worth popularizing in clinical teaching.