Objective To explore the application effect of based-learning problem (PBL) combined with role playing method (palying teaching Role

RPT) in clinical practice teaching of skin diseases. Methods 112 clinical undergraduate interns were randomly divided into experimental group (PBL teaching combined with RPT teaching group

n = 56) and the control group (PBL teaching group

n = 56)

After the internship

Clinical probation theory examination

clinical skills assessment and questionnaire survey were used to evaluate the two teaching modes

using SPSS 13.0 software for statistical analysis of the data. Results The results showed that theory examination and clinical skills examination scores in the PBL+RPT group were significantly higher than the PBL group

i.e. (74.29±3.17)vs. (66.14±2.17); (16.66±1.11)vs. (14.50±1.51)，

and there were statistically significant differences. The survey shows：The experimental group was better than the control group in learning interest

doctor-patient communication ability and humanistic concern. Conclusion Therefore the teaching mode of PBL+ RPT improved the students' enthusiasm for learning

cultivated and improved the humanistic quality

clinical thinking and practical ability of medical and obtained the satisfactory teaching effect

It will has a good application prospect .