Objective To investigate the effects of the PACS image system in problem-based learning ( PBL ) and case-based learning ( CBL ) teaching methodology so as to further improve the quality of oncological clinical teaching.Methods In the teaching of oncological clinical practice, we used the PACS system to establish the classic cases database and taught with PBL and CBL methods. Then we assessed the students and made a questionnaire survey.We selected 38 students from Class 2010 of clinical medicine to receive the new teaching method;the control group consisted of 40 students from Class 2009 for retrospective analysis, who were taught with the traditional teaching method.Last we compared the academic performance of the two groups.Results Compared with the traditional method, the progressive teaching method based on PBL and CBL was more welcomed by the students.The average score of the observation group was (84.3 ±5.9), which was higher than (81.0 ±7.3) of the control group (P<0.05).Moreover, the scores of the observation group had smaller differences and were all over 70 while some students in the control group scored under 70.The questionnaire survey showed that the students were generally satisfied with the new teaching method, with the satisfaction rate of above 90%.Conclusion The PACS image system plays a significant role in PBL and CBL teaching methodo-logy of clinical oncology and can achieve satisfactory teaching effects.%目的：探讨PACS影像系统在临床肿瘤学PBL和CBL教学法中的作用，进一步提高临床肿瘤学的教学质量。方法在肿瘤学临床实习教学中，应用PACS系统建立典型病例库，采用PBL联合CBL教学法对学生进行授课，并进行评估和问卷调查。选取我校2010级临床专业学生38例采用新的教学方法进行肿瘤学教学；对照组为回顾分析2009级学生40例，给予传统教学方法进行肿瘤教学。分析两组学生的学习成绩无统计学差异。结果与传统法相比，基于PBL、CBL的渐进式教学课受学生欢迎，观察平均成绩（84．3±5．9），高于对照组学生（81．0±7．3），且P＜0．05。并且观察组学生的成绩之间差距小，观察组成绩均在70分以上，而对照组有70分以下。在问卷中，学生普遍对新的教学法满意，满意率在90％以上。结论 PACS影像系统在临床肿瘤学PBL和CBL教学法中的作用巨大，可以取得良好的教学效果。
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