Journal of Higher Education Research

Objective: To investigate the effect and impact of the combined application of case-based learning (CBL) and problem-based learning (PBL) in the teaching of multidisciplinary collaborative diagnosis and treatment (MDT) of rectal cancer in surgical oncology residency standardized training. Methods: Eighty-four physicians (84) who were admitted to the department for residency training from September 2022 to June 2024 were the subjects of the study. Those who were admitted to the department from September 22 to July 23 were the control group (42) who received the MDT teaching of rectal cancer under the traditional lecture mode (LBL), and those who were admitted to the department from August 23 to June 24 were the observation group (42) who received the MDT teaching of rectal cancer under the CBL-PBL teaching method. Rectal cancer MDT teaching. Compare the differences in training achievement, teaching satisfaction, and evaluation of teaching effect between the two groups. Results: Compared with the control group, the observation group was discharged from the department with higher scores in the assessment of basic knowledge of rectal cancer, knowledge of diagnostic and therapeutic evaluation and diagnostic imaging, development of treatment plan, and operation of surgical skills, and the scores of satisfaction with teaching and evaluation of teaching effect were elevated, and the difference was statistically significant (P<0.05). Conclusion: The joint application of CBL-PBL teaching method in the MDT teaching of rectal cancer in the Department of Surgical Oncology can positively optimize the effect of residents' clinical theoretical knowledge and specialty diagnosis and treatment skills training, and can improve their evaluation of clinical teaching effect and quality satisfaction.