Abstract: Objective To compare effects of the problem-based learning method combined with evidence-based medicine(EBM)and the conventional learning method in cardiovascular clinical teaching practice.Methods Totally 106 internship students studied in the Cardiology Department of The First Hospital of Xi'an Jiaotong University from May 2013 to August 2016 were randomly divided into the PBL combined with EBM Group (n=56) and CL Group (n=50); PBL teaching method and conventional teaching method were adopted to introduce the cardiovascular evidence-based medicine. Inspection standards were medical cases analysis, satisfaction survey from students of the teaching process, EBM awareness questionnaire scores. Comprehensive evaluation was made in teaching effect of two kinds of teaching methods.Results Compared with the CL group, PBL combined with EBM Group had satisfied exam results, students grasped the medical diagnosis and treatment of common diseases of cardiology, PBL combined with evidence-based medicine group had a higher satisfaction of teaching process, students believed their literature searching skills, ability to detect clinical problems, clinical problem solving ability had been improved.Conclusions PBL combined with EBM teaching should be adopted in the practice of clinical teaching. It can improve students' ability of learning and can give a great help, it can let students quickly master the knowledge of cardiology in a short period, to stimulate learning initiative, increase the learning interaction.

Key words: Problem-based learning, Evidence-based medicine, Clinical practice teaching, Cardiology