Purpose <p>Lecture-based learning (LBL) and case-based learning (CBL) are widely used teaching methods across disciplines, especially in medical and health sciences education. However, both methods may fail to fully engage students’ intrinsic motivation for active participation. The aim of this study is to combine integrated whole-course clinical learning (IWCL) with CBL in the context of an undergraduate clerkship in otolaryngology.</p> Methods <p>A total of 79 undergraduate students participated in this project and were assigned to one of two groups. The first group received the IWCL combined with the CBL teaching model and was designated the IC group, whereas the second group received the LBL combined with the CBL teaching model and was designated the LC group. Differences between the two groups in terms of teaching effectiveness during the otorhinolaryngology clinical clerkship were evaluated using multiple outcome measures, including specialty physical examination proficiency level, admission note documentation quality, anatomical proficiency level, and satisfaction with the teaching model.</p> Results <p>Comparison of specialty physical examination proficiency between the IC and LC groups revealed no significant difference. However, the results suggest potential advantages of the IC approach across several key domains, including admission note documentation quality and level of anatomical proficiency. In addition, the students in the IC group achieved higher subject scores. Moreover, compared with the LC group, the IC group exhibited higher levels of satisfaction in dimensions.</p> Conclusions <p>The combined teaching model includes the strengths of CBL, emphasizing case analysis, interactive participation, and continuous clinical engagement. As a result, the IC group exhibited a clear advantage over the LC group in terms of overall teaching effectiveness.</p>