Objective To explore the effect of narrative medicine-integrated CBL teaching mode on enhancing the medical humanistic literacy among oncology professional master′s degree students.

Methods Sixty-four clinical rotating master′s degree students from the oncology department of The First Affiliated Hospital of Bengbu Medical University from May to December 2024 were selected as the research subjects, and randomly divided into a control group and an observation group, with 32 students in each group.The control group adopted the traditional CBL teaching mode, while the observation group adopted the narrative medicine-integrated CBL teaching mode, with a teaching period of 8 months.The care ability inventory (CAI), Jefferson scale of physician empathy (JSE-HP), and SEGUE scale were used to evaluate the humanistic care ability, empathy ability, and doctor-patient communication ability of students in the two groups.

Results The analysis of humanistic care ability showed that the scores of three dimensions of cognition, courage, and patience, as well as the total score in the observation group were higher than those in the control group (P < 0.05).The analysis of empathy ability showed that the scores of viewpoint selection, compassion care, empathy, and total score in the observation group were higher than those in the control group (P < 0.05).The doctor-patient communication ability in the observation group was obviously higher than that in the control group (P < 0.01), and the good rate pf doctor-patient communication ability in the observation group was obviously higher than that in the control group (P < 0.01).

Conclusions The narrative medicine-integrated CBL teaching mode can effectively enhance the medical humanistic literacy of oncology professional master′s degree students, which provides practical reference for medical education reform.