To compare the influence of traditional and plan-do-check-action (PDCA) teaching methods on the learning interest of standardized trainees of nephrology.

Fifty standardized trainees of nephrology in our hospital from May 2017 to May 2019 were enrolled, who were equally divided into two groups by random number method. The 25 trainees of the control group received the traditional teaching method, while the 25 trainees of the observation group received the PDCA teaching method. The two groups were compared in practical operation, theoretical knowledge assessment, learning interest, and satisfaction of the trainees.

Compared with the control group, the observation group showed significantly better scores in practical operation and theoretical knowledge assessment, spent more time in self-study and data review, was more active in speaking and questioning during discussions, and had higher degree of satisfaction (96.0% vs 72.0%) (χ²=5.357, P<0.05).

For the standardized trainees of nephrology, the PDCA teaching method effectively improved the academic performance, stimulated the learning enthusiasm, and improve the satisfaction of them.