Abstract: Objective To explore the teaching effect of clinical pathway problem guidance in standardized training of cardiological residents. Methods From March 2016 to March 2018, we enrolled 72 residents in Department of Cardiology of the Pangang General Hospital of Kunming University of Science and Technology. According to the randomization principle, they were divided into experimental group (38 trainees accept the clinical pathway problem guidance method) and control group (34 trainees accept the clinical teaching of traditional standardized training of residents). The trainees were trained in the Department of Cardiology for 2 months. After training, we evaluated the teaching effect by analyzing objective and subjective assessments. Results The basic theoretical knowledge in the experimental group was higher than that in the control group [(46.3±3.1) vs. (41.7±2.9)]. The case analysis in the experimental group (47.7±2.1) was higher than that in the control group (40.2±3.4). The skill operations in the experimental group (46.8±2.7) was higher than that in the control group (39.6±4.9). The difference of the two groups was statistically significant (P<0.05). In terms of arousing learning interest, improving the independent thinking, learning ability, case analysis ability and clinical skill operations,the experimental group were higher than the control group respectively (81.6%vs.8.8%), (92.1%vs.2.9%), (89.5%vs.5.9%), (84.2% vs.8.8%), (81.6% vs.8.8%). The difference of the two groups was statistically significant (P<0.05). Conclusion The clinical pathway problem guidance method can effectively improve teaching quality of standardized training of cardiological residents.