ObjectiveTo observe the effect of problem-based learning (PBL)method in the experimental teaching of central nervous anatomy.Methods100 students of five year undergraduate students of clinical specialty of Hunan University of Chinese Medicine in 2014 were selected and they were randomly divided into the control group and the observational group,with 50 people in each group.The control group received the traditional teaching method,and the observational group was given PBL+microlectures method.After the experimental teaching of CNS,traditional test questions,cases and practical test questions and questionnaire survey were applied to evaluate effects of these two teaching methods.ResultsThe score of traditional questions,cases and practical questions in the observational group were obviously higher than that in the control group (P＜0.05).The percentage of liking degree to the classroom teaching model,teaching satisfaction degree for classroom,classroom learning effects,classroom learning efficiency,classroom improving the learning interest and enthusiasm,classroom improving the ability of independent thinking,the classroom helping to develop and improve the ability to analyze and solve problems in the observation group was obviously higher than that those of the control group(P＜0.05 or P＜0.01).ConclusionPBL+microlecture methods can improve experimental teaching quality of central nervous anatomy and is beneficial to improve students′interest in learning and efficiency,and to improve their ability to analyze and solve problems and so on.It is worthy of promotion.