Exploration and Practice of CDIO Teaching Model in Clinical Teaching of Esophageal Cancer

ZHOU Chenyi; KONG Ran; JIA Bin

doi:10.15926/j.cnki.issn2096-7381.2026.02.008

Abstract：The"Conceive-Design-Implement-Operate"(CDIO)teaching model,a novel approach originated from engineering education,has gained increasing attention in medical education in recent years due to its emphasis on practicality and ability cultivation.Esophageal cancer,as one of the highly prevalent malignant tumors in the digestive tract in China,has a highly complex diagnosis and treatment process involving multiple disciplines such as surgery,medical oncology,radiation oncology,gastroenterology,pathology,and nutrition.Traditional teaching methods are insufficient to meet the actual needs of students for systematic understanding of the disease and the cultivation of clinical decision-making abilities.Therefore,exploring an effective teaching model suitable for esophageal cancer education is particularly important.This article reviews the current application status of the CDIO teaching model in esophageal cancer education,analyzes its advantages and challenges in course design,student ability cultivation,and teaching effect evaluation.Although the CDIO model shows great potential in promoting active learning and improving comprehensive qualities of students,it still faces problems such as the integration of esophageal cancer-specific knowledge,teacher training,and the allocation of clinical simulation resources in practical application.This article aims to summarize the potential value of the CDIO teaching model in esophageal cancer education and put forward targeted optimization suggestions based on esophageal cancer diagnosis and treatment cases,in order to promote the further development and application of this model.