Objective To investigate the teaching effects of application and practice of Sandwich and PBL mode in diagnostics teaching.Methods Totally 90 clinical medicine undergraduates who underwent diagnostics teaching in 2013 were divided randomly into three groups: Experimental group (Sandwich mode, 30), control group (PBL mode, 30) and blank group (traditional mode, 30).Questionnaires and test paper were analyzed and evaluated three teaching modes.Results According to the questionnaires, more than 90 percent of students thought that Sandwich mode was more effective and good than PBL and traditional mode .The initiative and enthusi-asm were mobilized fully by the Sandwich teaching mode , and the efficiency of study and skills of analysis and problem -solving were enhanced and trained by Sandwich teaching mode , moreover, skills of expression, commu-nication and cooperation also were improved significantly .The important point, the sharing was cultivated by Sand-wich teaching mode.Test score of students in Sandwich teaching group was higher than those in PBL and traditional teaching group(P <0.05).Conclusion The teaching effect was obtained well and effectively by Sandwich teach -ing mode in diagnostics teaching, and Sandwich teaching mode would be applied and popularized .%目的：探讨 Sandwich 和 Problem －based learning （PBL）教学法在诊断学教学中应用与实践效果。方法选择90名2013年进入诊断学学习的学生，随机分为实验组（Sandwich 组，30人），对照组（PBL 组，30人）和空白对照组（传统教学组，30人）。利用问卷调查及考试成绩评价分析教学效果。结果问卷调查显示，超过90％的学生认为 Sandwich 教学法效果优于其他教学法，Sandwich 教学法可以激发学习兴趣，提高效率，培养学生分析和解决问题的能力，同时提高学生表达、沟通和团队协作能力，并且使学生学会分享。实验组考试成绩优于其他组（P ＜0．05）。结论Sandwich 教学法在诊断学教学中取得良好的效果，可推广应用。
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