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Copyright of Progress in Modern Biomedicine is the property of Publishing House of Progress in Modern Biomedicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Progress in Modern Biomedicine is the property of Publishing House of Progress in Modern Biomedicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Progress in Modern Biomedicine is the property of Publishing House of Progress in Modern Biomedicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To explore the effects and existing problems of PBL implemented on the Nutrition and Food Hygiene teaching, and to evaluate the results of PBL. Methods: To divide the students into the PBL teaching group (students of five-year program Nutriology, 2012 year) and the traditional teaching group (students of five-year program clinical medicine, 2011 year) randomly, and to evaluate the teaching effects by the examinational test and the questionnaire survey (including three questionnaires: student's satisfaction questionnaire, the way of problem-resolving questionnaire and a learning interesting/motivation questionnaire). Results: Compared with traditional teaching pattern, PBL teaching pattern actually has better effects on improving test scores, student satisfaction index, the learning interesting/motivation, and problem-solving way. Conclusion: PBL is a successful teaching method for five-years' program military students which could improve the teaching quality and enhance the capabilities of students, as well as strengthen the intrests of learning, that is worth of further promoted. [ABSTRACT FROM AUTHOR]