Abstract: Objective To develop a teaching strategy which is suitable for training talents and improving teaching quality in field of clinical gynecological oncology. Methods Seventy-eight clinical students of grade 2020 in a medical university were divided into control group (n=38) and research group (n=40). The “3+2” teaching mode of team-based learning (TBL) and workshop (WS) were adopted, and the learning outcome was evaluated at preview preparation, knowledge application and the questionnaire survey of students, so as to promote the cultivation of clinical reasoning of medical students. Results Compared with traditional teaching method, TBL+WS teaching group had better academic performance.The difference of before class tests and final exams was more significant [17.53±6.15 points and (76.81±5.10)points, respectively, P＜0.001].However, among the eight dimensions of the classroom teaching questionnaire, the teaching quality dimension was the highest (97.5%). More students think that this model had a positive effect on cultivating clinical thinking and developing new knowledge. Conclusions This integrated teaching strategy improves the quality of obstetrics and gynecology teaching and suppots students' capacity building on clinical reasoning .

Key words: gynecologic oncology, educational reform, team-based learning, workshop, instructional strategy