Abstract: Case-based learning plays an important role in improving the clinical thinking and practical abilities of resident physicians. Taking standardized training resident physicians in three tertiary hospitals in Hebei province as the research object, this study systematically analyzes the application status and existing problems of CBL in the training using questionnaire surveys and a dual-subject perspective. The application of the case-based teaching method has high recognition and significant effects, but problems such as lagging updates of the case database, insufficient multidisciplinary collaboration, stratified teaching overly dependent on the academic year system, imperfect faculty training system, and a single evaluation mechanism have not been effectively resolved. The practical application of case-based teaching in standardized training of resident physicians in Hebei province generally has some problems. It is possible to construct a dynamically updated, localized multidisciplinary case database, implement a dual-dimensional stratified teaching strategy based on “competency assessment + academic year”, strengthen professional training for faculty, improve a multi-dimensional evaluation system, and promote the integration of information resources. This provides a certain theoretical basis and practical guidance for improving the quality of standardized training of resident physicians and optimizing teaching models.

Key words: case-based learning, standardized training of resident physicians, stratified progressive teaching, faculty training, localized case bank