Abstract: 】Objective To explore the feasibility, acceptability and validity of problem-based learning (PBL) concept maps teaching method in clinical oncology. Methods Students were randomly divided into experimental group (using PBL concept maps teaching method) and control subjects (using traditional PBL teaching method). At the end of the course, both groups were surveyed, and their scores of standardized test scores were compared. Results The statistical analysis showed that students with PBL conceptual maps were more adept at continuing to use concept maps teaching in the future and had better performance in learning autonomy, in self-evaluation, and in initiative to fill knowledge gaps for the integration of knowledge and clinical thinking in PBL teaching. Conclusion Scores of students using PBL concept maps were significantly higher than those of non-conceptual maps teaching students. Concept maps teaching methods are readily accepted by oncology students, and can be included in the PBL tutorials to improve students learning ability on oncology.