Objective　To explore the application effect of case-based learning (CBL) in teaching magnetic resonance imaging (MRI) for non-imaging clinical professional postgraduates. Methods　Eighty non-imaging clinical professional postgraduates who had standardized residency training from 2017 to 2019 were selected as the participants and were randomly divided into two groups

experimental group and control group. The experimental group adopted CBL

and the control group adopted traditional teaching mode. After the standardized training in the radiology department

the differences in image reading scores

theoretical scores and course evaluation were compared between the two groups. SPSS 25.0 statistical software was used for analysis. Independent t test was used for the measurement data of normal distribution

Mann-Whitney U test was used for the measurement data of skewed distribution

and categorical variables were compared by chi-square test. Results　In the reading scores of MRI

the scores of the experimental group and the control group were (82.53 ± 5.72) points and (77.38 ± 6.14) points respectively

and the number of students in the experimental group whose reading scores were between 80-100 segment was 63.6% higher than that in the control group

with significant differences between the two groups (P < 0.001)

but without significant differences in theoretical average scores between the two groups (P > 0.05). In addition

in the course evaluation

except for the index of learning burden

there were significant differences in other indexes between the experimental group and the control group (P < 0.05). Conclusion　In the teaching of MRI

the application of the CBL helps non-imaging clinical professional postgraduates improve their MRI diagnostic thinking and independent reading ability.