Purpose: This study aimed to investigate the effectiveness of combining these two teaching approaches in improving students' learning outcomes and clinical reasoning abilities.

Method: A quasi-experimental study was conducted with two groups of rehabilitation medicine students. The experimental group received instruction integrating OBE principles with CBCR methods, while the control group followed traditional teaching methods. Pre- and post-intervention assessments were administered to evaluate students' knowledge, clinical reasoning skills, and self-perceived competencies. Results showed that students in the experimental group demonstrated significantly higher scores in knowledge acquisition, clinical reasoning abilities, and self-reported competency levels compared to the control group. Qualitative feedback from students and instructors further revealed increased engagement, motivation, and application of knowledge to real-world scenarios.