Abstract: Objective  To explore the effect of PBL teaching focusing on leadership development in gynecology teaching. Methods  A total of 100 students majoring in department of health management and medical experimental technology from Capital Medical University who practiced in gynecology in our hospital in 2020 and 2021, were selected and randomly divided into experimental group (50 cases, using PBL teaching) and control group (50 cases, using LBL teaching) by double-blind method. The course completion scores and course evaluation of the two groups were compared. Results   The score and comprehensive ability of problem analyzing and solving in the experimental group were significantly higher than those in the control group (P<0.05). According to the grouping of entry scores higher than 80 (including 80) and lower than 80, the end-of-study scores of the experimental group was also significantly higher than those of the control group, and the difference was statistically significant (P<0.05). Conclusion  PBL teaching focusing on leadership development helps to improve students^, academic performance and comprehensive ability, and is effective for top students and can achieve good results among non-top students as well.

Key words: problem-based learning,  leadership, gynecology, students