Objective　To explore the effect of applying problem-based learning（PBL） in clin-ical anesthesiology demonstration for clinical undergraduates. Methods　Eighty-nine 2009 clinical undergraduates were divided into two groups： experimental group and control group. Students in ex-perimental group received PBL while those in control group received traditional teaching. The effect was evaluated according to the results of case examination and investigation table. The results were analyzed by ?字2 test. Results　Most students（42/45） answered questions correctly in experimental group while only 30 of 44 students（30/44） did in control group（P<0.05）. Concerning the results of investigation， PBL had more advantages than traditional teaching method in the following 5 aspects： self-studying ability（86.7％，39/45）， clinical thinking ability（73.3％，33/45）， information seeking ability（75.6％，34/45）， expressing ability（82.2％，37/45）， communicating between students（75.6％，34/45）（P<0.05）. Conclusions　PBL has evident advantages in anesthesiology clinical demonstration. It can inspire students， cultivate abilities， enhance critical thinking and finally improve teaching effect.