目的　探讨以问题为基础的学习（problem-based learning， PBL）、基于课堂的学习（lecture-based learning，LBL）教学在医学影像学教学中的应用。 方法　将2007级临床医学五年制学生124人分2组进行PBL教学（57人）及LBL教学（67人）。PBL组通过分组-给出病例－提出问题-建立假设-收集资料-论证假设-小组总结6个阶段教学。LBL组以教师为授课主体，利用多媒体、课件、挂图、模型、标本等进行课堂讲授，最后由教师进行总结。最后通过读片测验、闭卷考试及问卷调查进行效果评价。统计数据行t检验，以P≤0.05为差异有统计学意义。结果　PBL组考试读片成绩[（82.4±14.8）分 vs （74.5±9.7）分]和病例分析成绩[（13.9±5.1）分 vs （10.2±6.1）分]高于LBL组（P≤0.05），调查发现PBL组学生认可PBL教学。结论　PBL教学有助于提高学生的临床分析能力，受到学生欢迎。其带来新的教学观念，能激发学生的学习兴趣，增强学生的创新意识，可作为传统教学的补充;Objective　To investigate the application of PBL and LBL teaching in medical imag-ing teach-ing. Methods　Totally 124 five-year clinical students were divided into two groups： PBL teaching （n=57） and LBL teaching（n=67）. Teaching in PBL group was conducted through the following 6 proce-dures： grouping-giving cases-asking questions-establishing hypothesis-collecting data-hypoth-esis testing-team summarizing. Teaching in LBL group was conducted mainly by teachers with multime-dia， course-ware， wall charts， models， samples， etc and finally summarized by teachers. Effect was eval-uated by reading test， closed-book exam and questionnaire survey. t test was employed to do statically analysis， with P≤0.05 being statistical differences. Results　Reading test score （（82.4±14.8） vs （74.5±9.7）） and case analysis score（（13.9±5.1） vs （10.2±6.1）） were higher in PBL group than in LBL group（P≤0.05）. Most students in PBL group appreciated the teaching method. Conclusions　PBL teaching can help improve the clinical analysis of students and is welcomed by students. Moreover， PBL， as a supplement of traditional teaching， can initiate the learning interests and enhance the innova-tion of students.