Objective: This study aimed to investigate the impact of integrating a "Clinical Ethics Ward Round" teaching model into the standardized residency training for oncology specialists on enhancing trainees" ethical decision-making abilities and teaching effectiveness. Methods: Fifty-three first-year oncology residents undergoing standardized training at West China Hospital of Sichuan University in 2024 were selected and randomly divided into an experimental group (n=26) and a control group (n=27). The experimental group participated in a combined clinical ethics teaching ward round, featuring structured ethical analysis and discussion centered on a case of advanced pancreatic cancer presenting a typical ethical dilemma involving "conflict between the patient"s advance directives and the family"s desire for aggressive treatment." The control group received routine clinical teaching ward rounds. After the intervention, both groups underwent assessments including a theoretical knowledge test on pancreatic cancer, a clinical ethics competency evaluation (using the Mini-CEX scale), and a teaching satisfaction questionnaire. Results: After the teaching intervention, theoretical knowledge scores significantly improved in both groups compared to baseline (P<0.05), with no significant difference between the groups (P>0.05). Regarding clinical ethical decision-making competency, the experimental group showed significantly higher scores than the control group in the total score and all dimensions (e.g., doctor-patient communication, application of ethical principles, identification and resolution of ethical issues) (P<0.05). Furthermore, the experimental group provided significantly higher ratings than the control group on the practicality, inspiration, engagement, and overall satisfaction with the teaching content (P<0.05). Conclusion: Integrating "Clinical Ethics Ward Rounds" into oncology residency training effectively enhances residents" clinical ethical decision-making capabilities without compromising theoretical knowledge acquisition and yields higher teaching satisfaction. This approach provides a feasible and effective teaching model for strengthening medical humanities education and cultivating clinical ethical practice skills.