Abstract: Objective To analyze the implantation of problem based learning (PBL) between Chinese and American medical students who are from different cultural background. Methods The survey included 3 groups of medical students from August 2010 to March 2011. In group 1, there were 57 Chinese medical students from the 5th grade who had finished PBL implanted radiology curriculum; in group 2, there were 24 Chinese medical students from the 4th grade who hadn’t began radiology curriculum; in group 3, there were 25 American medical students from the 2nd grade. The questionnaire was to investigate the best percentage and order of 4 common teaching methods (lecture, textbook, group discussion, clerkship) in the 3 groups. Results The best percentage of 4 teaching methods was: 23%, 20%, 34% and 23%（Chinese medical students from the 5th grade）；36%, 21%, 23% and 20%（Chinese medical students from the 4th grade）；20%, 22%, 20% and38%（American medical students）. The best order of 4 teaching methods was lecture, textbook, discussion and clerkship in 2 groups of Chinese medical students, while in American medical students, the best order was lecture, clerkship, textbook and discussion. Conclusion Although problem based learning is a hot educational method, Chinese and American students still valued and favored the traditional lecture format. The PBL was implanted well in Chinese medical students’ radiology curriculum.

Key words: PBL, group discussion, lecture, radiology curriculum