Abstract: Objective LPR teaching mode is a kind of composite teaching mode covering lecture-based learning (LBL), problem-based learning (PBL) and research-based learning (RBL). LPR teaching mode was applied in military medical university and the effect of LPR was evaluated. Methods Eighty undergraduate students of grade 2012 and 2013 were randomly selected from a military medical university. Constructing evaluation scale which was used to evaluate the teaching effect of LPR teaching mode. We received 67 valid questionnaires. The 67 undergraduate students all experienced lecture-based learning and problem-based learning teaching mode (LBL+PBL), namely the LP teaching mode. Among them, only part of the undergraduate students participated in the extracurricular scientific research, namely the LPR teaching mode. Results The undergraduate students who have experienced the LPR teaching mode generally think of themselves making great progress in master and use of knowledge, cognitive competence, comprehensive quality and innovation ability. The environment of extracurricular scientific research in military medical university was favorable and continue to improve. Conclusions In a word, LPR teaching mode is beneficial for undergraduate students. However, the further advance of LPR teaching mode puts forward higher requirements for teachers and school administrators.

Key words: Research-Based Learning, teaching mode, extracurricular scientific research, medical university