Objective To examine the effect of problem-based learning( PBL)method combined with lecture -based learning( LBL)on the course of General Practice Introduction. Methods We enrolled 163 students of clinical major from four classes in Grade 2011 in Sanquan School of Xinxiang Medical University from September,2013 to January,2014 using cluster random sampling method. The included students were assigned into trial group(n=62)and control group(n=61)with each group composed of two classes. Students of trail group were taught with PBL+LBL method and students of control group were taught with LBL only. Both groups received the course of General Practice Introduction for 18 credit hours. The teaching effects of two groups were compared. Results ( 1 ) Before and after the course, the knowing about the cause was not significantly different between the two groups ( P ﹥ 0. 05 ) . ( 2 ) In students' self - assessment, the preparation before classes was significantly different between two groups ( P ﹤ 0. 05 );the two groups were significantly different in expression ability, communication skills, time management ability, self - learning ability, teamwork ability, ability of finding and solving problems,ability of analyzing health problems using modern medical pattern, ability of analyzing health problems by family assessment,applying ability of community diagnosis method and ability of fostering clinical diagnostic thinking in general practice (P﹤0. 05). (3)In students'mutual assessment,significant differences existed in assessment results between the two groups (P﹤0. 05). (4)In students' assessment of teachers,significant difference existed in teaching method and attitude between the two groups(P﹤0. 05). (5)After the course,the two groups were significantly different in the score of theory test and total score( P ﹤0. 05 )and not significantly different in the score of internship ( P ﹥0. 05 ) . Conclusion The PBL+LBL teaching method can improve the comprehensive ability of medical students,and help them develop clinical diagnostic thinking.%目的：了解以问题为基础的教学法（ problem-based learning，PBL）联合传统教学法（ lecture-based learning，LBL）在《全科医学概论》课程中的应用效果。方法于2013年9月—2014年1月，采用整群随机抽样法，选取新乡医学院三全学院2011级临床专业4个班共123名学生为研究对象。以其中的2个班共62名学生为试验组，以另2个班共61名学生为对照组。试验组学生采用PBL+LBL教学，对照组学生采用LBL教学，2组均教授《全科医学概论》课程18个学时，比较2组的教学效果。结果（1）课程开设前后，2组学生对课程的认识情况比较，差异无统计学意义（P﹥0.05）。（2）学生自我评价中，2组学生的课前准备情况比较，差异有统计学意义（P﹤0.05）；在表达能力、交流沟通能力、时间管理能力、自学能力、团队协作能力、发现并解决问题能力、应用现代医学模式分析健康问题能力、运用家庭评估分析健康问题能力、对社区诊断的方式方法运用能力及全科医学临床诊断思维培养能力方面比较，差异有统计学意义（ P﹤0.05）。（3）学生间的相互评价中，2组学生的组内互评情况比较，差异有统计学意义（P﹤0.05）。（4）对教师的评价中，2组学生对教师教学方式和教学态度评价的比较，差异有统计学意义（P﹤0.05）；对教师教学组织评价的比较，差异无统计学意义（ P﹥0.05）。（5）课程结束后，2组学生的理论课成绩和总成绩比较，差异有统计学意义（P﹤0.05）；实习成绩比较，差异无统计学意义（P﹥0.05）。结论 PBL+LBL教学法能够提高学生的综合能力，有助于培养学生的全科医学临床诊断思维。
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