Abstract: Objective This study aimed to investigate the effectiveness of an integrated teaching method combining problem-based learning (PBL) and case-based learning (CBL) in a maxillary sinus floor elevation course involving aspiration-assisted management of maxillary sinus cysts. Methods Master's degree candidates in dental implantology (Class of 2023) at the West China School of Stomatology, Sichuan University, 40 in total, were randomly assigned to an experimental group and a control group, 20 in each group. The course content focused on the use of aspiration techniques for managing maxillary sinus cysts during sinus floor elevation procedures, and included both theoretical instruction and surgical demonstrations. The experimental group received instruction via the integrated PBL-CBL approach, while the control group followed traditional teaching methods. Effectiveness was evaluated by comparing classroom performance (participation, quality of questions and responses, teamwork, clinical reasoning, and communication skills), theoretical knowledge and clinical skill assessments, and student satisfaction (including feedback on course content, teaching methods, instructional media, and teaching quality). Results The experimental group demonstrated significantly higher scores across all evaluated aspects, including classroom performance, theoretical knowledge, clinical competencies, and satisfaction levels (P<0.05). Conclusion The integrated PBL-CBL teaching method effectively enhances students' theoretical knowledge and clinical practical skills, improves teaching outcomes, and increases overall course satisfaction. This approach supports innovation in dental education and is worthy of wider application.

Key words: Maxillary sinus cyst, Sinus floor elevation, Teaching reform