Objective:Problem-based Learning(PBL)has been suggested as a key educational method of knowledge acquisition to improve medical education. We used PBL and conventional teaching method in obstetrics and gynecology clinical teaching to clarify which curricula fit medical education better. Methods:Sixty-one interns in obstetrics and gynecology department of the First Affiliated Hospital of Nanjing Medical University were randomly divided into two groups:experimental group using PBL teaching method(n = 31)and control group using conventional teaching method(n = 30). The experimental group used PBL rating scale and the evaluation form of teaching quality,and the control group used the evaluation form of teaching quality. Results:Tow parts of “build clinical thinking” and “promote a sense of teamwork” got the highest score in PBL rating scale and “build professional knowledge” and “help to learn other courses” had the lowest score. Experimental group had statistically higher score in three aspects than the control group(P < 0.05),which were teaching content,teaching methods and teaching effectiveness. Conclusion:Comparing to conventional teaching methods,PBL is conducive to develop students’ teamwork and problem-solving skills,improve medical students’ clinical thinking ability and core competitiveness. Researches deserve closer attention in the future PBL teaching method.