Objective　To explore the application effect of problem-based learning (PBL) combined with mind mapping and situational teaching in cardiology teaching of rural doctors. Methods　Twenty rural doctors of Batch 2017 and 24 rural doctors of Batch 2018 were selected as study subjects

and they were divided into the experimental group (Batch 2018) taught by PBL combined with mind mapping and situational teaching and the control group (Batch 2017) taught by traditional teaching. Classroom tests and questionnaires were used to compare the students' mastery of the teaching content

and the teaching effect and student feedback were evaluated. SPSS 18.0 was performed for t test

rank-sum test and χ2 test. Results　The theoretical results of the experimental group were significantly higher than those of the control group (P<0.05). The scores of learning interest and initiative (Z=-3.606

P<0.001)

classroom attraction (Z=-3.455

P=0.001)

understanding (Z=-3.757

P<0.001) and mastering (Z=-4.259

P<0.001) in the study effect evaluation of the experimental group were significantly higher than those of the control group. The satisfaction to teachers about active classroom atmosphere ( χ2=4.556

P<0.05)

flexible methods ( χ2=12.813

P<0.05)

satisfaction (P<0.05)

theory with practice (P<0.05)

and thinking inspiration ( χ2=21.042

P<0.05) of the experimental group were significantly greater than those of the control group. Conclusion　PBL combined with mind mapping and situational teaching has a good effect on the teaching of cardiology of rural doctors

and it is worthy of promotion in the grassroots.