This article unfolds from the current application of problem-based learning (PBL) in medical education in China

analyzing the limitations of it and briefly elucidates the necessity of open-ended question from the perspective of constructivism theory. Furthermore

with the implementation of open-ended questions listed from obstetrics and gynecology for three different grades of students

post-survey result shows that open-ended question serves as an effective approach not only to improve students' ability of finding questions and independent learning

but also to realize the sense of construction.