Objective: To explore the application and effectiveness of a teaching method combining a distance teaching system with case-based learning (CBL) in clinical anesthesiology experimental teaching. This study aims to provide a reference for reforming practical teaching in the anesthesiology curriculum. Methods: Sixty undergraduate students majoring in anesthesiology from the Class of 2021 at Wannan Medical College were randomly divided into two groups. The control group (30 students) received traditional classroom teaching combined with a procedural demonstration. The observation group(30 students) was taught using the distance teaching system integrated with the CBL method. Epidural anesthesia was used as the teaching topic. After the course, the teaching effect was evaluated through a theoretical examination, a clinical skills assessment, and a satisfaction questionnaire. Results: The observation group scored significantly higher than the control group in both the theoretical knowledge examination (93.93±2.99 vs. 87.80±5.52) and the clinical skills assessment (90.43±8.88 vs. 82.73±6.65) (both P<0.05). Furthermore, the student satisfaction rate in the observation group (96.67%) was significantly higher than that in the control group (83.33%) (P<0.05). Conclusion: The combination of a distance teaching system and the CBL teaching method effectively addresses the common disconnect between clinical practice and experimental learning, as well as the limited operative view in traditional teaching. By integrating live broadcasts of real clinical scenarios with case-driven learning, this approach significantly enhances students' theoretical application ability, clinical operation skills, and learning satisfaction. This model offers a promising and scalable innovation for clinical anesthesiology experimental teaching.