Abstract: Objective To assess the teaching effects of the competitive teaching methods that Problem Based Learning(PBL) combined with Case Based Learning(CBL) and Lecture Based Learning(LBL) on students undergoing clinical probation of endocrinology. Methods Sixty-eight students in the endocrinology department were allocated randomly to experimental and control.The experimental group received PBL,CBL and LBL teaching(PCL),whereas the controls were given CBL and LBL teaching(CL).The teaching effects were assessed by written questionnaire basis at the end of the tasks in the two groups. Results The classroom atmosphere was better in PCL group than that in CL group,which including better interaction,positively speaking and discussion.Questionnaire survey results show that students in the PCL groups had a higher satisfaction(94.4%) with the teaching than that in CL group(71.8%),P<0.05.On self-evaluation in students its self,the performance from the PCL group were significantly better than CL group on ability acquisition of the establishment of clinical thinking mode (positive rate 77.7% vs. 50.0%),to strengthen the understanding of clinical theory (positive rate 66.6% vs. 40.6%),improving of the ability in autonomous learning (positive rate 91.6% vs. 56.2%),improving of expression ability (positive rate 80.5% vs. 40.6%),communication skills improving (positive rate 75.0% vs. 37.5%),All P<0.05.However,there was no significant difference between the two groups in the three items about the clinical interest in learning,the ability of solving problems and the expansion of knowledge. Conclusion The teaching effectiveness of PCL(PBL,CBL and LBL) teaching methods is better than that in LBL only combined with CBL teaching methods.It was deserve popularizing in clinical probation teaching.