【】 Objective To systematically review the effects of problem-based learning (PBL)Steaching modelSin medical imaging education in China. Methods Such databases as CNKI

WanFang

VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April

2015. According to the strict quality evaluation of included studies

meta-analysis was performed using RevMan5.2 software. Results Fourteen studies were included totally. Compared with LBL

PBL was superior in Medical imaging theoretical scores[WMD=5.22

95%CI(3.06

7.37)

P<0.001]

case analysis scores[WMD=6.45

95%CI(4.77

8.12)

P<0.001]. PBL was also superior in the autonomous learning ability [OR=10.16

95%CI(4.78

21.61)

P<0.001]

the unity cooperation ability[OR=5.45

95%CI(2.98

9.93)

P<0.001] and analyze ability[OR=5.59

95%CI(3.06

10.22)

P<0.001]. There have significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education.