AIM To evaluate the teaching effect of the “dual-teacher” teaching model in the course of cardiovascular diseases for medical undergraduates.

METHODS The subjects of this study were 56 undergraduates of the 2021 class of the Air Force Medical University. The observation group was taught by “dual-teacher” and the control group was taught by traditional teaching model. The implementation effect of different teaching models was evaluated by sending questionnaires to students, conducting classroom tests, assigning after-class homework, observing students’ classroom performance, and collecting teachers’ feedback.

RESULTS Under the “dual-teacher” teaching mode, the students’ satisfaction rate with learning interest, clinical thinking ability, degree of teaching mode recognition and theoretical knowledge mastery was significantly higher than that of the control group (P<0.05, P<0.01), and their performance in classroom tests and after-class homework was better (P<0.05). In addition, both of the student engagement in the classroom and teachers’ feedback showed the positive effects of the “dual-teacher” teaching model.

CONCLUSION We believe that the “dual-teacher” teaching model is helpful for medical undergraduates to improve the understanding and application of knowledges in cardiovascular anatomy, cardiovascular physiology and cardiology diseases, thus providing a new idea for teaching reform.