Abstract: AIM To compare the teaching effect among a model of problem-based learning (PBL), model of case-based learning (CBL), and model of integration of PBL+CBL in clinical practice of cardiovascular internal medicine. METHODSSixty-one students majoring in clinical medicine during their internship in the Department of Cardiology of our hospital were selected and randomly divided into three groups: PBL group (n=20), CBL group (n=20) and PBL+CBL group (n=21). The effect and the significance of different teaching models were evaluated by examination results, assessment of relevant ability and survey of study situation. RESULTSResults of examination, assessment of relevant ability and survey of study situation in PBL+CBL group were all significantly better than those in PBL group and CBL group (P<0.05). No statistical difference in examination results, assessment of relevant ability and survey of study situation was found between PBL group and CBL group. CONCLUSIONThe teaching effect of the integrated model of PBL+CBL is superior to that of the PBL mode and CBL mode.