Abstract: Objective To explore the application of problem-based learning(PBL) in the teaching of Neurology in clinical practice. Methods A total of 60 clinical interns were randomly divided into experimental group and control group from February 2015 to November 2015 in the neurology department in our hospital.There were 30 students in the experimental group,including to 18 boys and 12 girls,age ranging from 21 to 24 with the mean age of (22.2±1.51) years.There were 30 students in the control group,16 boys and 14 girls,age ranging from 21 to 25 years with the mean age of (22.9±1.65) years.There was no significant difference between the two groups in age,gender and neurological theory scores(P>0.05),and they were comparable.The experimental group was taught with PBL,while the control group was taught with traditional teaching method.The effects of the two groups were observed. Results The control group students' theoretical knowledge and practical skills assessment scores were 81.2±4.6 and 71.1±4.4 respectively.The experimental group students' theoretical knowledge and practical skills assessment scores were 89.6±3.5 and 81.6±4.9 respectively.The experimental group students' scores were higher than those in the control group(P<0.05).In the questionnaires,there was little difference in evaluation of the basic knowledge of students about "self-learning ability "and "mastering basic knowledge" of the two groups of students,but the evaluation of the experimental group was significantly higher than that of the control group on improving the students' to learn interest,expanding their knowledge of medicine and solving practical clinical problems. Conclusion The effect of PBL in the clinical practice teaching is more prominent in neurology department,and it can improve the theoretical achievement and practical operation ability of Neurology interns.