AIM  To explore the effects of case-based learning (CBL) combined with peer-assisted learning (PAL) in the cardiovascular teaching module of basic medical experiment classes.

  METHODS  72 clinical medical undergraduate students were included in the study and they were randomly divided into an experimental group (n = 36) and a control group (n = 36). In the experimental group, students adopted the teaching mode of CBL combined with PAL, while in the control group, students adopted the traditional experimental teaching method. When the course was completed, the effects of teaching mode were evaluated by questionnaire survey and comprehensive score evaluation.

  RESULTS  The average scores of the students in the experimental group were significantly higher than those in the control group (P < 0.05). More than 94.4% of students in the experimental group approved that the teaching mode of CBL combined with PAL improved their interest in learning and enhanced their autonomous learning ability to understand and to master the theoretical knowledge and 94.4% of the students hoped wide application of this teaching mode in future courses.

  CONCLUSION  The teaching mode of CBL combined with PAL is feasible and effective in the cardiovascular teaching module of preclinical medical experiment class.