Objective　To explore the feasibility and application value of the study-discussion teaching guided by problem in the teaching of medical imaging. Methods　A total of 64 students from Grade 2012 of eight-year clinical medicine major in Xiangya School of Medicine were randomly divided into the traditional teaching group (32 students) and study-discussion teaching group (32 students). Theoretical examination and image-reading ability assessment in two groups were conducted by a third party; statistical analysis was performed by the paired t-test using SPSS 20.0. Results　Scores of question-and-answer parts and total scores in the study-discussion teaching group were significantly better than those in the traditional teaching group [(13.71±2.16) vs. (11.50±2.59)

P=0.002; (79.88±4.70) vs. (74.29±5.16)

P=0.0003]. The image-reading performance in the study-discussion teaching group was better than that in the traditional teaching group [(87.92±8.46) vs. (80.83±6.86)

P=0.003]. Conclusion　The study-discussion teaching model based on problem is more effective than the traditional teaching model

which can help students enhance ability of knowledge application

comprehensive analysis

and image reading.