Abstract: Objective To explore the practical effect of applying WPBL in physiology teaching. Methods A total of 90 medical students were selected as the research objects in this experiment, all of them met the criteria of enrollment. After enrollment, according to the different teaching methods, they were randomly divided into reference group and research group, with 45 students in each group. Among them, the reference group applied the conventional teaching method in the teaching process, the research group applied the WPBL teaching method, and compared the excellent rate and average score of students' examination results after 3 weeks of application. Results In the study group of WPBL teaching method, there were 31 excellent students, 13 good ones, 1 middle one, the excellent rate was (97.14%), and the average score of assessment was (85.41 ± 3.62); in the reference group of conventional teaching method, there were 24 excellent students, 12 good ones, 5 middle ones, 4 poor ones, the excellent rate was (80%), and the average score of assessment was (68.96 ± 3.74). The test scores of the students in the study group were significantly higher than those in the reference group, and there was statistical significance between the data (P < 0.05). Conclusion The application of WPBL in physiology teaching can effectively stimulate students' interest in learning, improve teaching efficiency and quality, and is of great significance to the construction of efficient classroom in Colleges and universities.

Key words: Physiology, Teaching, WPBL teaching method, Conventional teaching method, Application effect