Abstract: Objective To compare the effect of CBL combined with PBL teaching mode and traditional teaching mode in probation teaching of cardiology department. Methods A total of 128 clinical medicine undergraduates who were on probation in the Department of Cardiology from September 2020 to December 2020 were selected as the research subjects, and they were randomly divided into the observation group (n=65) and the control group (n=63). The observation group was treated with CBL combined with PBL teaching mode, while the control group was treated with traditional teaching mode. A comprehensive assessment was conducted at basic theoretical knowledge, medical history taking, specialized physical examination, case analysis, as well as a questionnaire survey on teaching satisfaction to evaluate teaching effectiveness. Results Compared the observation group with the control group, theoretical scores, consultation scores, specialist examinations, case analysis and other comprehensive assessment scores. The observation group was better than the control group, the difference was statistically significant (P<0.05). Compared satisfaction score of teaching of the observation group with the control group, classroom atmosphere, learning interest, retrieval ability, logical thinking ability, clinical communication ability, the observation group was better than the control group, the difference was statistically significant (P<0.05). Conclusion Compared with the traditional teaching model, CBL combined with PBL can effectively activate the learning atmosphere, stimulate students' learning interest, improve retrieval ability, cultivate clinical thinking and enhance clinical communication ability, so as to significantly improve the teaching effect of probation teaching.

Key words: probation in cardiovascular medicine, case-based learning, problem-based learning, teaching evaluation.