Objective　To explore the application of lecture-based learning (LBL) combined with problem-based learning (PBL) in the teaching of pathophysiology case analysis. Methods　The subjects were 62 preventive medicine majors of Grade 2015 and 68 stomatology majors of Grade 2015

and the course content was case analysis. PBL teaching was implemented in the preventive medicine major group and LBL+PBL teaching was implemented in the stomatology major group. Both groups received 6 class hours

among which the LBL+PBL teaching hours were allocated 2 class hours for LBL and 4 class hours for PBL. In addition

the questionnaire was used to evaluate the teaching effects between the two groups

and the descriptive analysis was used to evaluate relevant data lines. Results　Eleven students (17.742%) from the preventive medicine major group chose PBL teaching

while 38 students (92.647%) in the stomatology major group held a very positive attitude towards LBL+PBL teaching. It can be seen that the recognition degree of LBL+PBL teaching in the stomatology major group was higher than that of PBL teaching in the preventive medicine major group. Conclusion　Since students have received LBL teaching mode for a long time

it is difficult to accept and adapt to PBL teaching in terms of thinking and teamwork. Therefore

in the course of pathophysiology case analysis

LBL+PBL teaching shows a good effect

which is worthy of further exploration.