Problem-based learning (PBL) has been widely used all around the country. But there are still many misconceptions on the understanding of the PBL teaching in the process of teaching practice

which reduces the PBL teaching effect. For example

it is a misunderstanding to put problems to asking for answers to the questions other than solving the problems and to put case-based learning (CBL) and team-based learning (TBL) to PBL. In this paper

we combined the references with the practice experience to compare PBL with CBL

TBL and flipped instruction in both features and con-notations based on the brief discussion of the problem in PBL teaching

to further strengthen the understanding of the PBL teaching. It is only the use of clinical cases to guide students to find the defects of the knowledge required for solving the problem and the process of acquiring the scientific knowledge which is implicit in the problem through the students' autonomous learning that can be called as PBL teaching.