# Dual-track drive for precision education: developing a targeted teaching model in the standardized training of lymphoma subspecialty physicians through the integration of problem-based learning and case-based learning

## TL;DR

This paper introduces a new teaching model for lymphoma specialists that combines problem-based and case-based learning to improve clinical decision-making and critical thinking.

## Contribution

A novel dual-track teaching model integrating PBL and CBL for lymphoma subspecialty physician training is proposed.

## Key findings

- The model enhances trainees' independent diagnosis and treatment capabilities.
- It promotes critical thinking and evidence-based decision-making through clinical problem chains and real case simulations.
- The approach emphasizes group collaboration and multidimensional ability assessment.

## Abstract

In the training of lymphoma subspecialty physicians, confronted with the challenges of rapid knowledge updates and complex diagnosis and treatment decisions, this paper proposes a dual-track teaching model that integrates problem-based learning (PBL) and case-based learning (CBL). This model prompts trainees to actively explore knowledge through well-designed clinical problem chains and simulates the clinical decision-making process using selected real cases, aiming to enhance trainees’ independent diagnosis and treatment capabilities, critical thinking, and evidence-based decision-making skills. The teaching implementation emphasizes teacher guidance, group collaboration, and multidimensional ability assessment. This model can effectively stimulate learning motivation and promote the integration of clinical thinking and interdisciplinary knowledge. In the future, it is necessary to continuously optimize teacher capabilities, update case banks, and explore the application of new technologies.