Application of the Case-based Learning (CBL) and Multidisciplinary Team (MDT) Teaching Model in Oncology Graduate...

Cultivating oncology professionals, particularly graduate students, is crucial for improving cancer prevention and treatment. Integrating case-based learning (CBL) with multidisciplinary team (MDT) approaches can enhance medical students' diagnostic and therapeutic skills. However, few oncology graduate students have encountered a teaching model that effectively combines CBL and MDT. This study explores the effects of the CBL-MDT teaching model in the clinical education of oncology graduate students. We selected 80 graduate students majoring in oncology at Chongqing University School of Medicine from September 2022 to June 2024, conducting a prospective, randomized controlled study. The students were divided into an experimental group of 40 students utilizing the CBL-MDT model and a control group of 40 students receiving traditional lecture-based instruction. Inter-group comparisons of normally distributed continuous data are performed using the t-test, while categorical data comparisons are conducted using the χ² test. There were no statistically significant differences in gender, grade, age, or pre-instruction test scores between the two groups (P >0.05). Post-intervention, the experimental group achieved average scores of 45.05 ± 1.88 in basic theory exams, 45.15 ± 1.66 in clinical case analysis, and a total score of 90.23 ± 2.81, all significantly higher than the control group's scores of 42.15 ± 1.75, 43.03 ± 1.61, and 85.18 ± 3.03 respectively, with statistically significant differences (P < 0.0001). The CBL-MDT model improved the students' learning capabilities, teamwork skills, and clinical engagement (P < 0.0001) and increased teaching satisfaction (P < 0.0001). The results indicate that the CBL-MDT teaching model effectively enhances clinical education outcomes for oncology graduate students and should be promoted in medical education and further evaluated for its long-term effects.

The online version contains supplementary material available at 10.1007/s40670-025-02598-z.