Abstract: Objective To explore the application of clinical cases combined with clinical pathways in the teaching of hematological tumors. Methods Fifty disciplines and postgraduates from the Department of Hematology were selected as subjects. They were randomly divided into the experimental group and the control group, with 25 patients in each group. The experimental group was combined with the clinical path teaching group and the control group was the traditional teaching group. The group members performed the teaching in January according to the above method. After the teaching, the questionnaire was completed and the theoretical examination was compared to compare the teaching effects. Results The results of the questionnaire showed that the scores of the experimental group were significantly better than those of the control group, both in terms of improved clinical thinking ability, interest in hematology, and teaching methods of satisfied teachers. The differences were statistically significant (all P<0.05). The results of the theoretical test showed that the scores of the experimental group were significantly better than the control group, and the differences were statistically significant (all P<0.05). Conclusion The clinical practice teaching of hematology has achieved satisfactory results by organically combining clinical cases with clinical pathways. By selecting typical cases of hematological patients, the theoretical knowledge of hematology is integrated into typical cases under the guidance of clinical pathways, thus cultivating students' clinical logic thinking ability and inspiring students' interest in learning hematology. Students' understanding and understanding of the content they have learned, and cultivate students' self-learning ability, standardize the teaching process, and enhance the systematic and rigorous content of the teaching content. Therefore, it is feasible to combine clinical cases with clinical path methods in blood system tumor teaching. It is worthy of promotion in practice teaching, which is a better clinical teaching mode.