Objective To evaluate the effect of progressive problem-based learning(PBL) in teaching of neurology and study its impact factors. Methods A total of 110 5-year undergraduate students were randomly divided into LBL and progressive PBL groups

with 55 students in each group. Both groups accepted basic knowledge

clinical skills

case analysis and document retrieval teaching. Progressive PBL were given by three steps including introduction phase

transition phase and PBL stage. At the end of the internship

theoretical knowledge，practical skill scores and questionnaires were used to evaluate the effects of different teaching methods. Pearson χ2 test was used to analyze the effects of gender

urban-rural character

mastery of relevant based knowledge and intra-group contribution on examination results of progressive PBL. Results Theoretical knowledge score of progressive PBL group was significantly lower than LBL group [(78.49±3.15) vs.( 81.94±5.37)，T=-4.11，P<0.001]

while clinical skill score[(86.34±9.16) vs.( 80.96±7.85)

T=1.63

0.002<P<0.005] and clinical analysis score [(82.25±5.17)vs. (70.54±3.85)

T=13.47

P<0.001] of progressive PBL group were significantly higher than LBL group. Teaching satisfaction scales of learning interest(χ2=7.21，P=0.0072)

self-learning ability力(χ2=6.70，P=0.0096)

knowledge use ability(χ2=7.92，P=0.0049)

analytical thinking ability(χ2=4.36，P=0.037) and expression ability(χ2=9.17，P=0.0025) in progressive PBL group were significantly higher than LBL group. Gender(χ2=0.0109，P=0.917) and urban-rural character(χ2=0.045，P=0.831) showed no significant impact on examination results of progressive PBL. While relevant based knowledge(χ2=6.82，P=0.009) and intra-group contribution(χ2=4.91，P=0.027) showed significant impact on examination results of progressive PBL. Conclusion Progressive PBL can improve the clinical skill and case analysis ability of students. Relevant based knowledge and intra-group contribution have significant impact on the effect of progressive PBL.