Objective　To evaluate the effects of problem-based learning (PBL) teaching model in breast cancer medical imaging education based on multidisciplinary treatment (MDT). Methods　The PBL teaching practice of breast cancer imaging based on MDT was carried out in the 192 clinical medicine students in Grade 2014 of Guangzhou Medical University. The students were randomly divided into four groups (group A

B

C and D) and each group was further divided into 1 to 5 teams

with 9 to 11 students in each team. The MDT teaching team consisted of clinical physicians in medical imaging

radiation oncology

surgery (specialized in breast tumor)

and other disciplines. The formative assessment method was used to evaluate the teaching effects and the problems involved wereanalyzed. Results　Firstly

with a full score of 100 points

the quantitative evaluation of each teaching team on the performance of students in PBL were (86.6±7.8)

(87.1±8.1)

(83.9±6.5)

(88.1±4.5)

and (85.1±8.2)

respectively. No significant difference was found among each tutor team’s quantitative evaluation (F=1.014

P=0.388). Secondly

the whole posi-tive evaluation rate of students for tutors was 96.28%

with the highest and lowest positive rates as 98.36% and 94.08%

respectively. Significant difference was found among parts of the tutors ( χ2=10.554

P=0.032)

specifically between team 1 and 5 (Z=2.245，P=0.025)

3 and 4 (Z=2.217，P=0.027) and 3 and 5 (Z=2.761，P=0.006） respectively. Lastly

the positive and negative evaluation rates of student's self-assessment were 87.33% and 12.67% respectively. Conclusion　The effects of PBL based on MDT in breast cancer imaging teaching practice is encouraging

and the formative assessment method can objectively and effectively evalu-ate the effects of this kind of teaching model. However

the standards of evaluation still need to be further perfected and improved.