Abstract: Objective To evaluate the effect of Problem-based Learning(PBL) in the clinical teaching in Department of Cardiology. Methods Total 60 clinical undergraduate students were divided into experimental group and control group.PBL was applied to the experimental group,while the control group received the traditional approach.The evaluation scale and exam scores were taken as the evaluation index. Results The subjective score of the experimental group was significantly higher than that of the control group 41.64±7.46 vs. 37.85±6.82,P<0.05).There was no significant difference between the two groups in objective and total score(42.94±5.69 vs. 45.51±4.82,P>0.05).The brainstorming(23.23±5.78 vs. 18.43±4.24,P<0.01),search data and problem solving ability(13.65±5.78 vs. 10.43±6.56,P<0.05),interaction and communication skills(18.87±4.98 vs. 15.82±3.44,P<0.05),and self-learning ability(23.25±3.43 vs. 20.98±4.65,P<0.05)in the experimental group were all better than those of the control group.There was no difference in the sharing of knowledge(12.87±3.78 vs. 13.56±3.56,P>0.05)between the two groups. Conclusion PBL is student centered and problem based learning method.PBL may efficiently increase the interest of students in learning,cultivate their innovation ability,enhance search data problem solving ability and vivify the classroom atmosphere.