Objective 　To investigate the effect of a step-wise diversified teaching mode on cardiac electrophysiology（EP） education. Methods　64 young doctors（male：36， female：28） who studied in EP sub-specialty were enrolled. The atrioventricular nodal reentrant tachycardia（AVNRT） and atrioventricular reentrant tachycardia（AVRT） were selected as teaching content. All the doctors were randomly divided into traditional teaching group（TT） and step-wise diversified teaching group （DT） according to cross-over design protocol. In TT group， only teaching and answering the questions by teachers were given to students， for the DT group， in different stages of teaching， multiple teach-ing strategy were combined to complete teaching. T test and Chi square test were used to compare the effect of two teaching methods. Results　There was no difference of basic features and time of self-studying between the two groups. In examinations， the students in DT group got higher score than TT group[DT：（92.3±9.8） and （93.1±7.8），TT：（88.3±8.6） and （87.1±10.0），P<0.05]， and had better perfor-mance of learning interest， initiative， ability of finding and resolving problems， teamwork spirit and so on. Conclusion　The step-wise diversified teaching mode contributes improving the quality of instruction of cardiac EP， moreover， arousing learning interest and initiative， enhancing ability of find-ing and resolving problems， teamwork spirit and so on， which is worthy of wide-popularizing in cardiac EP training.