AIM To investigate the practical effects ofintegrating case-based learning (CBL) and evidence-based medicine (EBM) in teaching antihypertensive pharmacology.

METHODS The participants in this study were clinical medicine students (five-year program) from our university enrolled in 2020. The experimental group adopted a CBL+EBM teaching model guided bya clinical case and based on hypertension prevention and treatment guidelines., while the control group received traditional teaching methods. Evaluation of learning outcomes and student satisfaction was conducted through analysis of post-class assignments, final exam scores, and questionnaire surveys.

RESULTS The experimental group exhibited significantly higher average scores for post-class assignments and better performance in the final exam for the section on antihypertensive medication compared to the control group (P<0.05, P<0.01). 90.48% of students believed that CBL+EBM teaching model facilitated their understandingkey concepts.97.02% of students stated that the course design, which incorporated clinical guidelines, demonstrated stronger logical coherence and contributed to the development of clinical thinking. 91.67% of students expressed their willingness to explore and implement this teaching model in other areas of pharmacology.

CONCLUSION CBL+EBM teaching model can fully leverage the role of pharmacology as a bridging discipline. It enhances the practicality of theoretical knowledge, cultivates clinical reasoning skills, and significantly improves students' motivation, proactiveness, and problem-solving abilities.