Objective To explore the effect of PBL teaching combined with role-playing teaching method in clinicalteaching of pediatric ultrasound diagnosis.Methods Sixty-eight undergraduate students of the imaging department enrolledin the ultrasound department were selected and randomly divided into observation group and control group

with 34 cases ineach group.The observation group applied the PBL teaching combined with role-playing teaching method

while the controlgroup applied traditional teaching method.The satisfaction

theoretical and practical results of the two groups were compared.ResultsThe satisfaction of the observation group with the teaching method was 94.12%

which was significantly higher thanthat of the control group（76.47%）

and the difference was statistically significant（P<0.05）.The theoretical and practical scoresof the students in the observation group were（90.6±2.6）and（85.7±2.3）

respectively

which were significantly higher thanthose in the control group（75.7 ± 4.1）and（74.9 ± 2.9）

and the differences were statistically significant（both P<0.05）.ConclusionIn clinical teaching of pediatric ultrasound

PBL teaching combined with role-playing teaching method is morepopular than the traditional teaching method

which can significantly improve the theoretical and practical ability of students.