Objective: To explore the effectiveness of integrating scenario-based learning (SBL) with case-based learning (CBL) in teaching data management and analysis in medical research. Methods: Students in the preventive medicine program at Nanjing Medical University were divided into two cohorts: the 2020 cohort received CBL-only instruction, while the 2021 cohort underwent combined SBL-CBL teaching. Teaching effectiveness was evaluated through process assessment and final skill examination. Results: