Objective To evaluate the application of clinical cases related problem-based-learning way in critical care medical standardized resident training program. Methods This is a prospective randomized control study. From August 2013 to July 2015 residents entered intensive care unit for standardized resident training program were randomly divided into experimental group and control group by lottery way.All training schedules were made according to the training program demands and clinical case were chosen on the basis of training schedule. The experimental group received PBL process during clinical case analysis while the control group learned completely through traditional way.The residents’ clinical competence were assessed by multiple scale mixed method include question bank examination(QBE)、 case based discussion(CBD)、direct observation of procedural skills(DOPS)、simulation etc

and Likert-type scale questionnaire was used to evaluate the feedback of training residents.Results Finally 84 residents finished this study. There were no difference in the general conditions in two groups（p>0.05）. The PBL group achieved higher examination score during question bank examination QBE（p<0.05），case based discussion(CBD)（p<0.01）、direct observation of procedural skills(DOPS)（p<0.01）、simulation（p<0.01）.Except two groups residents all give high scores in enhancing cross connection in clinical knowledge（4.786±0.47 vs 4.571±0.859

P=0.16）

the questionnaire results showed that the residents of test group give higher points in exciting autonomous learning（p<0.01）、improving clinical analysis ability（p<0.05）、accelerating clinical thinking establish（p<0.01）、developing independent thinking habits（p<0.01）、improving the clinical communication skills and teamwork ability（p<0.01）.Conclusion The clinical cases related problem-based-learning method could improve the training effects during critical care medical standardized resident training program.The training residents give gave better feedback in several sides.It could be used broadly after adapted modification in critical care medical education.