Objective　To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of physical diagnostics. Methods　The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result　Questionnaire survey of satisfaction for the course showed that 92.6% students (150 students) in experimental group were interested in the new course

84.6% students (137 students) felt it could increase the learning interest

and 91.3% students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of physical diagnostics [(26.1±5.6) vs. (21.6±4.3)

P<0.05]. Conclusion　The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives

which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.