Objective To explore the effect of applying case-based teaching model combined with problem-based teaching management in aesthetic plastic surgery teaching. Methods A total of 125 aesthetic plastic surgery interns from the First Affiliated Hospital of Guangxi Medical University from January 2023 to December 2024 were selected as the research subjects, and they were divided into the control group (n =62) and the observation group (n =63) according to the random number table method. The control group received the traditional teaching model, and the observation group received the case-based teaching model combined with problem-based teaching management. The teaching effect, learning motivation level and academic self-efficacy were compared between the two groups. Results The scores of theoretical knowledge and practical ability in the observation group were higher than those in the control group (P <0.05). The scores of extrinsic motivation, intrinsic motivation and total score after teaching in both groups were higher than those before teaching, and those in the observation group were higher than those in the control group (P <0.05). The scores of learning behavior self-efficacy, learning ability self-efficacy and total score after teaching in both groups were higher than those before teaching, and those in the observation group were higher than those in the control group (P <0.05). Conclusion The application of case-based teaching model combined with problem-based teaching management in aesthetic plastic surgery teaching has a definite effect. It can improve the teaching effect of aesthetic plastic surgery, help to enhance academic selfefficacy and improve the level of learning motivation.