Abstract
Problem-based learning (PBL) has been widely used all around the country. But there are still many misconceptions on the understanding of the PBL teaching in the process of teaching practice, which reduces the PBL teaching effect. For example, it is a misunderstanding to put problems to asking for answers to the questions other than solving the problems and to put case-based learning (CBL) and team-based learning (TBL) to PBL. In this paper, we combined the references with the practice experience to compare PBL with CBL, TBL and flipped instruction in both features and connotations based on the brief discussion of the in PBL teaching, to further strengthen the understanding of the PBL teaching. It is only the use of clinical cases to guide students to find the defects of the knowledge required for solving the problem and the process of acquiring the scientific knowledge which is implicit in the problem through the students' autonomous learning that can be called as PBL teaching. Key words: Problem-based learning; Case-based learning; Team-based learning; Flipped classroom; Misunderstanding
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