AIM  To explore the application effect of micro-video combined with team-based learning (TBL) in teaching clinical medical students cardiac physical examination.

METHODS  Experimental control method was used in this study. From February to April 2022, fifty-four five-year-program clinical medicine students of 2019 Grade in Air Force Medical University were selected and randomly divided into experimental group and control group by table of random digits, with 27 students in each group. Micro-video combined with TBL was applied in experimental group and traditional teaching method for cardiac physical examination was used in control group. At the completion of the course, teaching quality and teaching effect were evaluated by scores of practical ability in cardiac physical examination and theoretical examination, and questionnaire survey.

RESULTS  The scores of both practical ability in cardiac physical examination and the theoretical examination in experimental group were higher than those in control group (P<0.05). The results of the students’ self-evaluation survey showed that the students in experimental group were better than their counterparts in control group in their mastery of knowledge, practical performance, interest and initiative in learning, effect of learning and memory, ability of analysis and problem-solving, ability of communication, ability of clinical and scientific research, ability of teamwork and cooperation, and satisfaction with the teaching mode (P<0.05). The evaluation results of the teachers showed that the scores of classroom activity, the ability of clinical critical thinking, the initiative in learning, the ability of communication and understanding, and the problem-solving ability in experimental group were all higher than those in control group (P<0.05).

CONCLUSION  Micro-video combined with TBL teaching mode effectively improves the teaching efficiency of undergraduate students majoring in clinical medicine, enhances the students’ clinical practice ability and makes up for the limitations of traditional teaching methods.