Objective　To evaluate the application effect of the problem based learning in clinical teaching of orthopedics. Methods　We chose sixty five-year program students of Peking univ-ersity health science center as research object. All students were randomly divided into experimental and control groups

with thirty students in each group. Experimental group was given PBL teaching combined with lecture based learning (section-based learning

LBL)

while the control group only received the LBL teaching. Two groups were given 8 hours of teaching experiments. After the end of the study

the teaching effect of the two groups was evaluated by the theory course and clinical skills. The questionnaire was distributed to the 2 groups. The scores of both experimental group students and control group students in theory courses and clinical skills were analyzed using SPSS 19.0 software using t-test and ?字2 test. Result　The score of the experimental group was (53.7±3.2) in the knowl-edge-based grades exam

while the control group was (52.3±2.2)

showing no obvious difference when compared to the control group's grades (P >0.05). The score of the experimental group was (24.0±1.5) in the hands-on technique grades exam

while the control group was (22.3±1.6). The difference in grades showed statistical significance (P<0.05). Feedback survey results showed that the experimental group's teaching satisfaction degree was also significantly higher than the control group

and the dif-ference was statistically significant (P<0.05). Conclusions　The application of PBL in clinical teach-ing in orthopedic clinical teaching can improve students' learning interest and self-study ability

and helps to develop students' clinical thinking ability. But the role of PBL teaching in improving students' medical knowledge level is not obvious.