<p>In the training of lymphoma subspecialty physicians, confronted with the challenges of rapid knowledge updates and complex diagnosis and treatment decisions, this paper proposes a dual-track teaching model that integrates problem-based learning (PBL) and case-based learning (CBL). This model prompts trainees to actively explore knowledge through well-designed clinical problem chains and simulates the clinical decision-making process using selected real cases, aiming to enhance trainees’ independent diagnosis and treatment capabilities, critical thinking, and evidence-based decision-making skills. The teaching implementation emphasizes teacher guidance, group collaboration, and multidimensional ability assessment. This model can effectively stimulate learning motivation and promote the integration of clinical thinking and interdisciplinary knowledge. In the future, it is necessary to continuously optimize teacher capabilities, update case banks, and explore the application of new technologies.</p>