Objective　To explore the application effect of the dual-mentor system in the standardized training in cardiovascular internal medicine. Methods　40 physicians received from January to December in 2016 and 40 from January to December in 2017 were selected as the control group and the observation group respectively. The control group was administrated with the traditional training mode

while the obser-vation group was administrated with the dual-mentor training model

namely a theoretical mentor and a skill mentor. The training was carried out in accordance with the training plan formulated by the teaching group. The training effect was investigated by questionnaire survey and compared with that of the traditional train-ing mode. Results　Under the dual-mentor system

the physicians acquired more theoretical knowledge and clinical skills and their ability of doctor-patient communication was improved significantly. The complete mastery rate of the theoretical knowledge and clinical skills in the observation group was 42.5% and 35.0% respectively

significantly greater than that in the control group (15.0% and 12.5%

respectively

P<0.05). The ability of doctor-patient communication improved more significantly in the observation group than in the control group (92.5% vs. 77.5%

P<0.05)

and the satisfaction with the teachers and the training arrangement was higher in the observation group than in the control group (82.5% vs. 60.0%

82.5% vs. 52.5%

P<0.05). Conclusions　The dual-mentor system has a definite effect on the standardized residency training of cardio-vascular internal medicine

The dual-mentor system facilitates the mastery of professional knowledge and skills in residents

improves the ability of doctor-patient communication

and increases residents' satisfaction with the mentors and the training program

thereby worthy of widespread promotion and application.