Abstract: Objective To explore the teaching effect of the seminar combined with the Case-based Learning (CBL) teaching model in the vascular ultrasound probation course. Methods A total of 63 students majoring in the 2020 "5+3" clinical medicine program of the First Clinical Medical College of Capital Medical University were selected and taught the vascular ultrasound probation course, using the seminar combined with the CBL teaching method.  Sixty-one students majoring in the 2019 the same program of the First Clinical Medical College of Capital Medical University were set as the control group and taught with the traditional teaching model.  The examination scores and questionnaire survey scores of the two groups were compared. Results The theoretical examination scores of the experimental group were (51. 6±4. 0) points, and the case-analysis scores were (37. 0±1. 6) points, which were significantly higher than those of the control group, (48. 2±4. 0) points and (35. 4±2. 4) points, respectively.  The differences were statistically significant (P<0. 001 for all). Conclusion The combination of seminar and CBL teaching methods has achieved good teaching effects and satisfaction in the vascular ultrasound internship teaching for undergraduate and junior college medical students, and has certain popularization and application value.

Key words: seminar teaching method , Case-Based Learning (CBL) , vascular ultrasound , teaching , internship