Objective　To investigate the feasibility and superiority of the lecture based learning （LBL） combined problem-based learning （PBL） for endocrinology teaching practice. Methods　Totally 150 clinic medical undergraduates were randomly divided into three groups： LBL group（n=50）， PBL group （n=50） and LBL+PBL group （n=50）. Questionnaires， written and oral tests were employed to evaluate the teaching effect. ANOVA was used to compare the indicator scores and chi-square test was used to compare grades and passing rate. Results　Teaching efficiency， mater of knowledge， capabilities of analysis， teaming and collaboration ability and medical diagnosis thinking cultivation were better in LBL and PBL group than in the other two groups. There were statistical differences in total score（F=4.69，P=0.010） and passing rate（χ2=8.94，P=0.030） among three groups. Conclusions　LBL+PBL guarantee the teaching quality and cultivate the comprehensive quality of students； therefore it is superior to LBL and PBL.