Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle

120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL

and the control group received traditional teaching. The teaching contents include systemic lupus erythematosus

pemphigus

psoriasis

syphilis. The course need 16 periods totally

the traditional teaching group apply 8 classes extensive class teaching and 8 classes clinical trainee

and the PBL teaching group implements case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analysed at the end of the semester. Results (1)The teaching satisfaction (contains professional values and ethics

communication skills

clinical skills

community health and health systems

information management

critical mind and research

ect) of experimental group was higher than control group（P＜0.05）;(2) The test scores of experimental group was higher than control group（P＜0.05）

especially in total score of theoretical examination

comprehension and application. The difference mainly comes from PBL teaching（P＜0.05）.Conclusion PBL is conductive not only to the comprehension and application of knowledge but to train the students’ abilities of independent learning.