Objective　This paper was performed to investigate the effectiveness of problem-based learning in naval hygiene teaching. Methods　Totally 257 clinical medicine undergraduates and general practice undergraduates from Grade 2010 and 2009

Faculty of Naval Medicine

Second Military Medical University attended naval hygiene teaching. PBL and LBL approaches were applied in PBL group (Grade 2010

n=117) and LBL group (Grade 2009

n=140)

respectively. The learning outcomes were evaluated by three tests covering PBL evaluation (or usually performance)

theoretical examination and experimental practice. Questionnaire was used to investigate the recognition of PBL teaching method and new evaluation system. Data were analyzed by SPSS 16.0 and t test was used to compare the average scores of theory，α=0.05. Results　The results showed that the average theory scores of Grade 2010 (78.51±7.57 and 71.68±5.74) were higher than those of Grade 2009 (65.36±6.41 and 59.97±7.08) (P=0.000

P=0.000). The questionnaire surveys indicated that more than 85% students in PBL group considered the PBL teaching method could enhance professional and comprehensive quali-ties

and that 84% students were satisfied with new evaluation system. Conclusions　PBL showed better learning results than traditional methods in naval hygiene teaching and could better promoted students' comprehensive ability.