Objective　To compare the effect between problem-based learning and lecture-based learning for clinical teaching in the department of cardiovascular medicine. Methods　Totally 110 five-year-program cardiovascular interns from June 2011 and June 2012 were selected. They were randomly divided into the PBL group（n=55） and LBL group（n=55）. PBL and LBL teach-ing methods were applied in the two groups respectively. Teaching effects were evaluated by exam and questionnaire investigation. SPSS 15.0 was used to do data processing； t test was used to compare the average score of two groups； chi-square test was used to process the results of the questionnaire. P<0.05 signifies sta-tistically significant differences. Results　There were statistical differences in examinational average score between PBL group and LBL group （（87.89±5.39） vs. （82.63±5.26）， P<0.05）. PBL group had significantly higher satisfaction rate in motivating study interests， deepening understanding of theoretical knowledge， cultivating self-learning ability， training verbal expression and developing clin-ical thinking， etc（P＜0.05）. Conclusions　PBL teaching method demonstrates advantages in teaching of cardiovascular medicine and enhances the teaching effect. But the PBL teaching method should be improved in basic knowledge teaching， cultivation of teachers' ability and case selection.