Abstract: Objective To train the clinical medical students to better study the diagnosis of electrocardiography by using the cooperative learning approach. Methods For the traditional lecture-style teaching approach, the teachers explained the diagnostic points by using multimedia slides. For the cooperative learning approach, the students competed for the diagnosis of electrocardiography between groups. The teachers rewarded the winners and summarized the diagnostic points. At the end of term, the students were surveyed by questionnaire. Results Compared with the students who received the lecture-style teaching approach, the students who received the cooperative learning approach had higher degree of satisfaction. The vast majority of students ［98.54%(135/137)］ applauded this approach. There were 91.97%(126/137)of students who thought the cooperative learning could promote and consolidate theoretical knowledge of electrocardiograph. 87.59%(120/137)of students admited their improvements in clinical thinking ability. 91.24%(125/137)of students agreed it could improve the ability of diagnosis. 94.89%(130/137)of students felt more interested in electrocardiography learning and most students ［96.35%(132/137)］ enjoyed the relaxed class atmosphere.Conclusion The application of cooperative learning approach could effectively improve the abilities of students in electrocardiography diagnosis.

Key words: teaching method, cooperative learning, clinical medicine, electrocardiography