Objective　To evaluate the effect of CBL combined with clinical pathway teaching in the teaching of general practitioner job-transfer training of cardiology department. Methods　From May 2018 to March 2019

a total of 63 students taking the general practitioner job-transfer training in our hospital were enrolled in this study

and randomized into control group (n=30) and test group (n=33). The control group used traditional teaching mode

the test group adopted CBL combined with clinical pathway teaching method. At the end of the training

the scores of theoretical and operational examination were compared between the two groups

and the satisfaction of the training was evaluated by questionnaire survey. Results The scores of theory test and practical skills in the test group were all higher than those in the control group [(83.57±4.32) vs. (77.10±4.72)

t=-5.678

P＜0.001; (78.24±5.28) vs. (70.83±5.86)

t=-5.279

P＜0.001]

and the test group was also better than the control group in the satisfaction survey of standardizing diagnosis and treatment

and improving learning interest

doctor-patient communication and physical examination skills (P<0.05). Conclusion　In the teaching of general practitioner job-transfer training of cardiology department

CBL combined with clinical pathway teaching has shown better performance than the traditional teaching mode

which is worth promoting in general practitioner job-transfer training.