Objective To explore the practice of inquiry-group teaching mode based on common cases in cardiology to improve the comprehensive capability of medical students. Method　A total of 85 medical students in clinical probation from September 2016 to June 2018 were selected as subjects. According to different teaching modes

they were divided into the control group (n=40) and the observation group (n=45). The control group were educated by traditional teaching on related knowledge of cardiology

while the observation group were given inquiry-group teaching based on cases of coronary heart disease

angina pectoris

hypertension and heart failure. The teaching effect of the two groups were analyzed by t test and chi-square test through SPSS 18.0. Results　The comprehensive application ability marks and total scores in the observation group were significantly higher than those in the control group (P<0.05). Moreover

in the aspect of teaching mode quantitative score (teaching satisfaction

expanding knowledge

innovation

memory

learning efficiency

access to literature and self-learning skills

communication and presentation skills

etc.)

the observation group was significantly better than the control group (P<0.05). Conclusion　The case-based inquiry-group teaching mode is conducive to improve and cultivate the comprehensive application ability of medical students. It can be used as a good additive in traditional teaching mode.