Objective　The heuristic teaching rounds were applied to cardiovascular diseases and we observed the application effect. Methods　From January to March 2017

56 resident physicians at internal medicine base in the First Affiliated Hospital of Xinjiang Medical University were randomly divided into the experimental group and the control group

with 28 people of each group. The experimental group mainly adopted heuristic teaching rounds

and the control group adopted conventional teaching rounds. Interview method was used to interview the instructors

resident physicians

doctors and nurses in preparation for teaching rounds

the implementation process

the expected goals and effects. 56 resident physicians evaluated the preparation

guidance process

guidance methods and outcomes of ward rounds. SPSS 19.0 was used for statistical analysis

and rank sum test was used for evaluation results. Results　As to the familiarity of the instructor on the condition (82.15% vs. 30.86%)

guiding the training of humanistic care (92.86% vs. 39.29%)

physical examination (96.43% vs. 28.57%)

analysis of auxiliary examination (85.71% vs. 35.71%)

writing medical records (85.72% vs. 14.29%)

summarizing the characteristics of cases (78.57% vs. 35.71%)

diagnosis and differential diagnosis (85.71% vs. 21.43%)

treatment plan making (85.71% vs. 25.00%)

question formulation (89.29% vs. 30.72%)

explanation of difficult problems and new progress (78.57% vs. 17.86%)

content summary (92.85% vs. 28.58%) the experimental group was significantly higher than the control group. In the experimental group

the teaching rounds of communication (96.43% vs. 46.43%)

history acquisition techniques (85.72% vs. 21.43%)

examination techniques (92.86% vs. 28.57%)

clinical thinking (92.86% vs. 28.57%)

learning interests (96.43% vs. 25.00%) and efficiency (85.71% vs. 14.28%)

the understanding and memory of knowledge (85.72% vs. 28.57%)

the problem solving ability (89.29% vs. 21.43%)

improvement of team collaboration (67.86% vs. 28.57%) were significantly higher than those in the control group (P＜0.05). Conclusion　The heuristic teaching rounds attached great importance to preparation before and after class

focusing on resident physicians' active participation and teamwork

integrating humanistic care and communication skills

giving full play to the resident physicians motivation so as to ensure their efficient learning.