Objective：To evaluate the efficacy of combining Case-based learning (CBL) with micro-video teaching in oncology education, specifically focusing on immune checkpoint inhibitors (ICIs) therapy. Methods：A randomized controlled trial enrolled 120 oncology interns divided into an intervention group (CBL + micro-video) and a control group (traditional instruction). Outcomes were assessed via theoretical examinations, clinical case analyses, and validated teaching satisfaction surveys. Results：The interns who utilized CBL in conjunction with the micro-video teaching method exhibited significantly higher scores compared to those in the control group (p< 0.05). The interns in the combined teaching method outperformed those in the control group with regards to stimulating learning interest, mobilizing learning subjective initiative, improving problem-solving ability, and enhancing teaching satisfaction, demonstrating statistically significant differences (p < 0.05). Conclusion：In the clinical teaching of ICIs treatment in clinical oncology, CBL teaching method combined with micro-video teaching method is superior to traditional teaching method, which can not only improve the test scores but also improve the satisfaction of interns with clinical teaching. The integration of CBL with micro-video teaching effectively bridges theoretical knowledge and clinical practice in ICIs education, addressing critical gaps in oncology training.