Abstract: Objective To explore a new training strategy suitable for clinical education and talent cultivation in gynecologic oncology. Methods Ninety undergraduates from each of the two grades of clinical medicine curriculum at Kunming Medical University were randomly divided into control group (n=40) and research group (n=50).The“4+3”teaching model of plan-do-check-action(PDCA) cycle integrated with TBL were adopted, whereas the control group was educated with classic methods. Two groups of students were evaluated with quantitative assessments and anonymous questionnaire surveys. Results Multidimensional questionnaire surveys indicated that the teaching model of the test group provided a better learning experience than classic teaching methods as proved by significant improvements in educational reform (58%), learning interest (64%), skill development (72%), capacity building of learning (66%) and satisfaction with the new model of training (70%) (P＜0.05,＜0.01). Furthermore, the PDCA cycle can address the short-comings of the previous teaching iteration. In written exams, the classroom quiz scores, regular grades, and comprehensive scores of the research group were (18.38±5.81), (29.09±0.29), and (82.38±4.03) points respectively all higher than those of the control group (P＜0.01). Conclusions The PDCA cycle and the TBL-embedded teaching model promote the standardization of gynecologic oncology teaching procedures, thereby enhancing teaching quality and achieving precise alignment between student satisfaction and assessment performance.

Key words: gynecologic oncology, plan-do-check-action (PDCA) cycle, team-based learning, teaching strategy