Traditional Lecture-based Teaching Research Articles

Training transfer validity of virtual reality simulator assessment

This study utilises computer-based simulations to explore the transfer effects of competency training in maritime education, addressing the current lack of research on their transferability to real-world scenarios.The research explores the accuracy of procedural knowledge assessment using virtual reality (VR), positing that head-mounted display (HMD) VR offers stronger concurrent validity through training transfer measures than 3D desktop VR. This is evaluated by regression on a training transfer condition. It also investigates motivation’s influence on training transfer and the regression model of this relationship.Fifteen marine engineering students were divided into two experimental groups using 3D desktop VR and HMD VR systems, with eight experts in the control group. The students had previously received traditional lecture-based instruction and were given practical training using a 2D desktop simulator in the same scenario as in the VR treatment and in the training transfer condition.The ANCOVA design experiment involved two levels of technical immersion before the operation of real-life equipment. Neither technical immersion nor expertise level as independent variables were found to have a significant effect in the relationship of the assessment predicting the training transfer. The direct relationship was significant (R2adj = 0.436) and further analysed with the influence of motivation, resulting in a moderation model with a decent effect size (R2 = 0.740). Based on these findings, we can infer that both types of VR simulations used for assessment demonstrate concurrent validity in predicting real-life performance before we discuss and define the characteristics of the observed transfer according to theory.

The Dynamics of Slido to Promote Learning in Rural University Classrooms

Slido is an interactive online platform facilitating active learning in rural university settings. Rural universities often need more resources, including access to technology and opportunities for diverse pedagogical approaches. Traditional lecture-based teaching predominates due to these constraints, which can hinder student engagement and learning outcomes. Slido offers a solution by leveraging technology to enhance interaction, collaboration, and participation within the classroom environment. This study, therefore, adopted the Slido application to promote active learning in one of the rural university classrooms within South African higher education. Active learning methodologies have gained widespread recognition for their effectiveness in engaging students, fostering more profound understanding, and promoting critical thinking skills. However, implementing such strategies, especially in rural university classrooms, can pose unique challenges. Through features such as live polls, quizzes, and audience Q&A sessions, Slido enables instructors to create dynamic learning experiences that encourage active participation from students. In rural contexts where class sizes may be smaller and student diversity limited, Slido provides an avenue for inclusive participation and allows even the most reserved students to contribute anonymously. Hence, the qualitative study adopted a transformative paradigm as a lens and approached it through active learning designed by Action Research. Furthermore, the study was a two-year project involving third-year business studies students and their transition to, and completion of, their fourth year of study. Seven students were selected as the participants, and data was generated through a Focus Group discussion and analyzed using Thematic Analysis. The study revealed that Slido promotes activeness among students in the module selected in the rural university. In conclusion, Slido offers a promising solution for promoting active learning in rural university classrooms. The study recommends that lecturers should be empowered in terms of resources and training to infuse technology into teaching.

The effects of a flipped classroom approach on older adult students’ performance in digital photography

ABSTRACT The trend of population aging is accelerating globally, which is resulting in increased attention on the educational needs of older adults. Given the cognitive changes associated with aging, there is a pressing need for innovative teaching strategies that cater to their unique requirements. Although the flipped classroom model has shown positive effects on student engagement and learning outcomes across diverse educational contexts, its efficacy in the context of older adult education remains to be empirically validated. This study aimed to determine the effectiveness of the flipped classroom approach in digital photography courses designed for older adult students (OAS). The research involved 25 OAS at a third-age university located in western China. This study used a quasi-experimental research design. The experimental group (N = 12) received instruction using a flipped classroom approach, while the control group (N = 13) received traditional lecture-based instruction. Data were collected and analyzed to compare student engagement, in-class observations, out-of-class communications, digital photography assignments, and after-class interviews between the two study groups. The findings indicated that the level of behavioral engagement differed significantly between the experimental and control groups. The observations revealed differences in note-taking methods and out-of-class communications between the two groups. The results further suggest that the flipped classroom approach enhances the learning achievements of advanced photography skills and knowledge. The challenges faced by students in the experimental group are also discussed. The findings of this research will facilitate the application of the flipped classroom model in third-age education.

RECOMMENDATIONS TO DEVELOP TEACHING METHODS IN MEDICAL SCIENCES

The rapid advancements in medical sciences necessitate continuous updates in teaching methods to ensure that healthcare professionals are adequately prepared to meet the demands of modern medicine. Traditional lecture-based teaching, though foundational, is increasingly supplemented by innovative pedagogical strategies designed to enhance student engagement, critical thinking, and practical skills. This paper outlines key recommendations for developing effective teaching methods in medical sciences, emphasizing the integration of technology, active learning, and interprofessional education. First, the incorporation of simulation-based learning and virtual reality can provide immersive, hands-on experiences, allowing students to practice clinical skills in a safe, controlled environment. Second, the use of problem-based learning (PBL) and case-based discussions promotes critical thinking and clinical reasoning, shifting the focus from rote memorization to the application of knowledge in real-world scenarios. Third, flipped classrooms—where students engage with theoretical content before class and use classroom time for discussion and problem-solving—foster active learning and student-centered education. Additionally, incorporating interprofessional education encourages collaboration among medical, nursing, and allied health students, reflecting the team-based approach required in modern healthcare settings. Finally, continuous assessment and feedback, facilitated by digital tools, allow for personalized learning pathways and early identification of knowledge gaps, enabling targeted interventions. In conclusion, adopting a multi-faceted approach to teaching in medical sciences—one that embraces technology, active learning, and collaborative education—can improve both the learning experience and the competency of future healthcare professionals. These recommendations aim to produce graduates who are not only knowledgeable but also skilled in critical thinking, decision-making, and teamwork, ultimately improving patient care outcomes.

Hybrid Teaching Design for the "Software Project Management" Course

This paper investigates a hybrid instructional design to improve the educational outcomes of the "Software Project Management" course. Confronted with the challenges of globalization and rapid technological progress, traditional lecture-based teaching has proven inadequate to fulfill the goals of contemporary education. The hybrid teaching model merges online self-directed learning with in-person interactive sessions, facilitating the acquisition and application of knowledge and the enhancement of practical skills through pre-class video instruction, classroom discussions, and case analyses. The educational objectives encompass the transmission and internalization of knowledge, the cultivation of professional ethics, and the improvement of students' comprehensive qualities. The instructional process is meticulously designed to include pre-class self-study, in-class knowledge assessment, case study discussions, practical coursework, and final evaluations. Moreover, the study places a special focus on integrating ideological and political elements within the curriculum to elevate students' ideological and moral qualities.

A combination of case-based learning with flipped classroom improved performance of medical students in nephrology bedside teaching

BackgroundBedside teaching remains a challenging endeavor for clinical doctors and medical students, as the students often encounter difficulties in applying their knowledge to clinical situations. This study aims to evaluate the efficacy of combining case-based learning (CBL) with a flipped classroom (FC) approach in nephrology bedside teaching.MethodsA total of 92 medical students were enrolled in this study, including clerks and interns. The students were assigned into two groups. The CBL/FC group students received the combined teaching approach of CBL and FC (CBL/FC). Students who received the traditional lecture-based teaching (LBT) approach were treated as the control group. General knowledge tests, clinical case scenarios, and questionnaires were used to evaluate the teaching efficacy.ResultsNinety-two students were included in this study. Overall, 46 students were assigned to the CBL/FC group, while the other 46 students were assigned to the LBT group. The students in both groups showed comparable performance in the knowledge test. However, in clinical case scenarios, students in the CBL/FC group demonstrated superior performance compared to those in the LBT group. Additionally, the analysis of questionnaires revealed that the CBL/FC group students expressed more positive attitudes toward their proficiency in medical history taking, physical examination, medical record documentation, clinical reasoning, and consideration for patients’ welfare. Moreover, the students from the CBL/FC group regarded the CBL/FC teaching approach as an effective and satisfying method without increasing the learning burden.ConclusionThis study reveals that the CBL/FC combined teaching approach shows promise in nephrology education and provides an effective and alternative format for medical teaching.

Application of PBL-CBL and Mini-CEX methods in the standardized training of residents in nephrology department: A prospective study.

This study explores the application and feasibility of problem based learning (PBL), integrating case based learning (CBL), and the mini clinical evaluation exercise (Mini-CEX) into the standardized training of residents in nephrology department, in order to assess their clinical skills in a comprehensive manner. This prospective study enrolled 60, three years residents majoring in clinical medicine, from June 2022 to December 2023 in Nephrology Department of Baoding No.1 Central Hospital. These participants were randomly allocated into either the combined PBL-CBL and Mini-CEX teaching group (experimental group) or the traditional lecture-based teaching group (control group). Two groups were evaluated with Mini-CEX assessments and test scores upon exit the department, followed by a questionnaire survey to measure satisfaction levels for the teachers. There was no statistically significant difference in age, sex, year of graduate school, specialty and student source between the two groups of residents upon the entering the department (P>0.05). Upon the completion, the experimental group, which received PBL-CBL and Mini-CEX teaching methods, demonstrated significantly higher scores in all aspects compared to the control group, with a statistically significant difference (P<0.01). Furthermore, compared the control group, most residents in the experimental group agreed that the PBL-CBL and Mini-CEX teaching methods improve curiosity and enthusiasm for learning (73.3%), communication and expression abilities (73.3%), self-learning abilities (80%), understanding of diseases (76.7%), and like this teaching method (86.7%). PBL-CBL and Mini-CEX may be an effective method for improving medical residents' performance and enhancing their clinical skills, which is worthy of promotion in the standardized training of the residents.

Paragogy as an alternative solution to make students artists for their own learning: A systematic literature review

The cognitive capacity of humans typically reaches psychosocial maturity around the age of 18, providing students with a robust foundation to design their own lives. However, in higher education, many lecturers and students continue to rely on traditional lecture-based teaching as the predominant educational approach. This systematic literature review examines the application of paragogy in learning practices. Data for the review were collected from the Scopus, ERIC, and ScienceDirect databases, with article selection guided by the PRISMA method. The findings indicate that the implementation of paragogy is motivated by diminishing effectiveness in both reflective and collaborative interactions among peers, among other factors. The content and goals of paragogy implementation vary, with a primary focus on higher education students. These students, along with their peers, play a significant role in shaping their learning experiences. Key challenges include students' difficulties in grasping topics when unprepared, complications arising from managing large numbers of students and limited time in practical sessions, and other constraints encountered.

Impact of Flipped Classroom Approach on Academic Achievement of Postgraduate Students

This study examined to ascertain the effect of the flipped classroom model on the academic achievement of postgraduate students at Rajiv Gandhi University. A quasi-experimental design was used to compare the Flipped Classroom Group and the Conventional Classroom Group using pre-test and post-test measures. Students in the FCG covered instructional materials outside the class and involved themselves in active learning within the class, while those in the CCG attended traditional lecture-based instruction. The results revealed that the FCG was way ahead, with a post-test mean score of 78.45 as against 72.35 in the CCG. Besides, from the pre-test to the post-test scores, the FCG group improved more, and even after 15 days, their memory retention was better. The results showed that the flipped classroom approach not only improves immediate academic outcomes but substantiates long-term retention of information. It showcases the effectiveness of the flipped classroom model toward deeper learning and calls for its increased adoption in graduate education to rise a more engaging and long-lasting learning experience.

The Impact of Experiential Learning and Emotional Intelligence Towards Leadership Development of Undergraduate Students

Introduction/Main Objectives: To investigate the impact of emotional intelligence on the development of effective leadership, with mentorship activities embedded within student's participating in Magang dan Studi Independen, Merdeka Belajar Kampus Merdeka (Certified Internship and Independent Study Merdeka Belajar Kampus Merdeka, MSIB MBKM) as a moderating element. Background Problems: Scholarly investigation on experiential learning has demonstrated its superior efficacy as a pedagogical approach compared to traditional lecture-based teaching methods. MSIB MBKM is created on this basis however, to date minimum research is available. Novelty: This study will generate insight to understand the moderating effects of mentoring in MSIB MBKM towards the relationship between emotional intelligence and leadership development. Methods: Hayes process model 1 was conducted to address the research questions. Secondary data was obtained from a questionnaire by the MBKM committee to monitor and evaluate the process of MBKM. The questionnaire was administered for 4 months and obtained 4,007 responses. Finding/Results: Emotional intelligence significantly affects the leadership development of undergraduate students (comparing t statistics value to t table value; 19,367 &gt; 1,648). Evidently, an R value of 0,430 shows that there is a 43% relationship. Therefore, it has empirically demonstrated its major impact on the enhancement of leadership skills among undergraduate students. The additional moderating contributes 44.2% to the explanation of the variance effect of the aforementioned relationship. Conclusion: This study contributes to the development of a program model for leadership development by evaluating the complementary effects of emotional intelligence and mentoring activities on optimal leadership performance.

Learning Outcomes of Flipped Classroom on Community Health Nursing Course

ABSTRACT Purpose To improve the quality of community health nursing practice, the learning outcomes of nursing students in community health nursing courses must be enhanced. Although the flipped classroom is considered an effective innovative teaching strategy, evidence of its application in community health nursing courses is limited. Therefore, this study aimed to examine the effects of a flipped classroom approach on community nursing competence, academic performance, course engagement, and learning satisfaction for a community health nursing course. Design A quasi-experimental study design was adopted between September 2021 and January 2022. Methods Two classes of nursing students (n = 92) from a 2-year nursing program at a university in Taiwan were recruited. The classes were randomly assigned to the intervention group (n = 50) that attended a flipped classroom and the control group (n = 42) that received traditional lecture-based instruction. Findings Compared with the control group, the intervention group demonstrated significantly greater improvements in community nursing competence (p = .012) and significantly higher academic performance (p = .005). In addition, the course engagement and learning satisfaction of the two groups were high, but not significantly different. Conclusions A flipped classroom can be an important strategy to enhance community nursing competence and academic performance. Clinical Evidence The flipped classroom strategy can enhance community nursing competence of nursing students, which may improve the quality of population-based healthcare.

Investigating and improving student understanding of the basics of quantum computing

Quantum information science and engineering (QISE) is a rapidly developing field that leverages the skills of experts from many disciplines to utilize the potential of quantum systems in a variety of applications. It requires talent from a wide variety of traditional fields, including physics, engineering, chemistry, and computer science, to name a few. To prepare students for such opportunities, it is important to give them a strong foundation in the basics of QISE, in which quantum computing plays a central role. In this study, we discuss the development, validation, and evaluation of a Quantum Interactive Learning Tutorial, on the basics and applications of quantum computing. These include an overview of key quantum mechanical concepts relevant to quantum computation (including ways a quantum computer is different from a classical computer), properties of single- and multiqubit systems, and the basics of single-qubit quantum gates. The tutorial uses guided inquiry-based teaching-learning sequences. Its development and validation involved conducting cognitive task analysis from both expert and student perspectives and using common student difficulties as a guide. For example, before engaging with the tutorial, after traditional lecture-based instruction, one reasoning primitive that was common in student responses is that a major difference between an N-bit classical and N-qubit quantum computer is that various things associated with a number N for a classical computer should be replaced with the number 2N for a quantum computer (e.g., 2N qubits must be initialized and 2N bits of information are obtained as the output of the computation on the quantum computer). This type of reasoning primitive also led many students to incorrectly think that there are only N distinctly different states available when computation takes place on a classical computer. Research suggests that this type of reasoning primitive has its origins in students learning that quantum computers can provide exponential advantage for certain problems, e.g., Shor’s algorithm for factoring products of large prime numbers, and that the quantum state during the computation can be in a superposition of 2N linearly independent states. The inquiry-based learning sequences in the tutorial provide scaffolding support to help students develop a functional understanding. The final version of the validated tutorial was implemented in two distinct courses offered by the physics department with slightly different student populations and broader course goals. Students’ understanding was evaluated after traditional lecture-based instruction on the requisite concepts and again after engaging with the tutorial. We analyze and discuss their improvement in performance on concepts covered in the tutorial. Published by the American Physical Society 2024

Enhancing Project Management Education: Investigating the Effectiveness of Flipped Learning and Active Experiential Learning Approaches

This study proposes an in-depth investigation into the efficacy of combining flipped learning and active experiential learning methodologies within the context of project management education at Open University Malaysia. The primary aim is to overcome the shortcomings of the traditional lecture-based teaching approach, which often falls short in engaging students and equipping them with the practical skills required for effective project management in real-world scenarios. By transitioning towards a more student-centered model through the implementation of flipped classrooms, this research seeks to enhance student engagement, learning outcomes, and overall satisfaction with the course. Employing a mixed-methods approach, the study will involve quantitative and qualitative techniques to gather comprehensive data. This includes pre- and post-assessment of students' knowledge and understanding of project management principles, alongside surveys and reflective journals to capture students' perceptions of the learning experience. The participant base will consist of students enrolled in a project management course, allowing for direct observation of the pedagogical strategies' impacts. The anticipated outcomes of this research are twofold. Firstly, it aims to provide empirical evidence on the effectiveness of integrating flipped learning and active experiential learning in project management education. Secondly, it seeks to offer actionable insights for educators and educational institutions on how to design and implement more engaging and effective instructional strategies. Ultimately, this study aspires to contribute significantly to the literature on educational methodologies in project management, paving the way for enhanced educational practices and student preparedness for professional success.

Exploring the effects of problem-based learning on English as a foreign language students: a mixed-methods approach in Chinese higher education

ABSTRACT In this mixed-methods study, we investigated the relationship between instructional approach, students’ self-efficacy beliefs, and students’ English language proficiency, as well as the perceptions of the instructor and students regarding problem-based learning (PBL) in a College English course in China. Using path analysis, we assessed the effectiveness of PBL as compared to traditional lecture-based instruction, focusing on PBL’s impact on Chinese college students’ self-efficacy beliefs and English proficiency. We also explored the perceptions of both instructors and students regarding PBL using their qualitative feedback. Two classes of College English (N = 57) at a tier-one university in China were randomly assigned to either a PBL or a traditional lecture condition for one semester, while controlling for students’ initial English placement test scores. The results indicated that PBL instruction fostered students’ English proficiency, and students’ self-efficacy positively impacted their English proficiency, as measured by a national English standardized test. However, PBL did not impact students’ self-efficacy beliefs. Both the instructor and students held positive attitudes towards PBL instruction in the English classroom, and students made recommendations for activities and ways to improve. Further investigation of PBL’s effectiveness is needed to support English as a foreign language students’ language acquisition in a global context.

Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology

BackgroundThe online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT).MethodsSixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups.ResultsParticipants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups.ConclusionThe current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction.

간호대학생의 직무재창조 역량강화를 위한 교수학습 프로그램의 효과

The purpose of this study is to develop and apply a teaching-learning programaimed at enhancing job crafting competencies among nursing students, and to verify itseffectiveness. For this purpose, 128 college students from a university in region C participated,with 64 students (divided into 3 sections) receiving the developed program over 15 weeks, whilethe other 64 students (divided into 3 sections) received traditional lecture-based instruction. Theeffectiveness of the program was measured using tools assessing communication competence,adaptability, self-leadership, and job crafting. Data were analyzed using SPSS WIN 22.0, and differences in scores between the groups were examined using an independent sample t-test. Theresults indicated that the group participating in the job crafting competency enhancement programscored significantly higher in communication competence, adaptability, self-leadership, and jobcrafting compared to the group that received lecture-based instruction. Based on these findings,the study suggests implications for research, practice, and education in the field of job craftingcompetency enhancement.

Implementation of Enquiry-Based Activity Modules for Authentic Learning in Engineering

Engineering education in the UK is evolving, moving away from traditional lecture-based teaching towards more engaging and practical methods. The purpose of this is to develop problem-solving and teamworking skills in a practical, authentic environment. Activity-based learning is gaining popularity as a way to better prepare students for real-world challenges. Northumbria University's Mechanical and Automotive Engineering programmes have embraced this approach by introducing dedicated activity-based learning modules in 2021. Activity-based learning emphasises practical skills, integrating labs and hands-on experiences. This bridges the gap between theory and practice, helping students apply their knowledge effectively. It fosters collaboration and teamwork, encouraging students to work together to solve problems and share ideas. The engineering programmes at Northumbria University include two 20-credit activity-based learning modules in foundation year and each of the first and second years of the main programmes. These modules become more complex and interdisciplinary as students’ progress. Assessment methods include technical reports, presentations, posters, and practical demonstrations. Despite its advantages, activity-based learning presents challenges, primarily around resourcing of space, equipment and materials. To overcome this, student interns helped review and develop a student-led maker space, a central hub for practical activities. This approach ensures that activities are engaging, relevant, and academically rigorous while creating a collaborative and creative environment. In summary, activity-based learning is a promising approach to engineering education in the UK. By emphasising practical skills, teamwork, and diverse assessment techniques, it better equips students to address complex issues and drive innovation in the field. This shift in pedagogy prepares students more effectively for the demands of the modern workplace.

Learner Reactions and In-Class Engagement in Team-Based Learning Implemented in Nursing Education

Background: There is a need for training strategies and programs to enable students to actively participate in their learning process by using critical thinking and decision-making skills. Objective: The aim of this study was to compare the traditional lecture-based teaching with the team-based learning method in terms of student satisfaction and in-class learner engagement. Method: This study was conducted using a quasi-experimental design. The population of the research consisted of first-year nursing students (n = 101). During half of the 16-hour course conducted by the researcher, team-based learning was used as the teaching method (intervention group, n=30), and lecture-based (control group, n=59) approach was employed for the remaining 8 hours. The in-class engagement measure was used to assess the in-class engagement of the students. A feedback form composed of five parts was made available to learners in order to reveal their reactions. Results: In-class learner engagement scores and the number of questions asked both by the instructors and students were found to be higher in team-based learning sessions. In four basic feedback areas (preliminary preparation and readiness, discussion, teacher, and general), there was a statistically significant difference between the satisfaction scores of the students in favour of team-based learning. Satisfaction scores regarding the organization, infrastructure, and resources did not differ between team-based learning and lecture-based method. Conclusion: The results have indicated that Team-Based Learning is an effective method for student satisfaction and in-class engagement. The high level of student participation in the lessons conducted with Team-Based Learning is compatible with the nature of method. The findings of the study have also shown that students are open to new methods and prefer learner-centered approaches that support in-class engagement.

Exploring the Influence of POGIL-Based Instruction on Grade 12 Achievement in the Circular Motion Unit

This research aimed to explore the comparative impact of Process Oriented Guided Inquiry Learning (POGIL)-based instruction and traditional lecture-based instruction on the academic performance of Grade 12 students in the context of the circular motion unit. Employing a quasi-experimental pretest-posttest design, the study assessed students' cognitive outcomes in terms of Knowing, Applying, and Reasoning (KAR). A total of 110 participants were involved, with 54 assigned to the treatment group (25 girls and 29 boys) and 56 to the control group (27 girls and 29 boys). The treatment group received instruction on circular motion through POGIL, while the control group underwent lecture-based instruction. The results revealed statistically significant differences in circular motion performance between the control and treatment groups, with the latter exhibiting superior outcomes. This suggests that POGIL-based instruction positively influences students' understanding of circular motion, emphasizing its efficacy in enhancing learning outcomes in comparison to traditional lecture-based methods.

Application of the combined problem-based learning and case-based learning teaching in urinalysis course of diagnostics

Background Traditional lecture-based teaching is the most commonly used approach in Chinese medical curricula. Novel teaching methods that are more educationally effective and academically satisfactory are warranted. Problem-based Learning (PBL) and case-based learning (CBL) have been widely researched and utilized worldwide. This study aimed to evaluate the effectiveness and acceptability of combined PBL and CBL methods in second-year undergraduate students in the nephrology experiment module of the Medical Diagnostics course. Methods We enrolled 150 second-year clinical medicine students from the First Clinical College of Sun Yat-sen University. Participants were assigned to either the PBL or CBL combined group (92 students, two classes) or the traditional group (58 students, one class) for a Urine Analysis course. The learning effects were compared through a post-class quiz, and student evaluations and perceptions of PBL and CBL methods were gathered via an anonymous questionnaire. Results The combined PBL and CBL group outperformed the traditional lecture group, with significantly higher post-class quiz scores (P&lt;0.001). Regarding acceptance and perception, 67.4% found PBL-CBL to be more acceptable, 78.3% believed it stimulated critical thinking, 82.6% agreed that it enhanced practicaleth abilities, and 83.7% believed it led to better learning outcomes. Regarding open feedback, 51.1% appreciated its clinical connection, 34.8% recognized its effectiveness, 32.6% found it novel and interesting, and 30.4% noted positive learning encouragement. Conclusion The PBL-CBL binding mode is a feasible and effective teaching mode, which can help improve both medical teaching quality and academic satisfaction of students.