Abstract: Objective To analyse the application effect of SCL (Seminar-case learning) integrated teaching method in theory teaching in nephrology teaching. Methods Two classes of students were randomly selected from the clinical five-year undergraduate class A of the class of 2022 and the control class B of the class of 2021 of Shanxi Medical University as the observation group and the control group as the research subjects. SCL teaching method was used for 36 students in the observation group; 32 students in the control group were taught by traditional teaching. The teaching effect of SCL integrated teaching method was assessed by comparing the scores of follow-up exams, comprehensive application ability, independent learning ability and teaching satisfaction after teaching in the two groups. Results Comparative analysis showed that observation group students' mean post-test scores were higher than control group students' mean post-test scores, and this difference is statistically significant (P<0.05). The scores of students' comprehensive ability and independent learning ability in the observation group were higher than those in the control group, and the difference was statistically significant (P<0.05). All of the students' teaching satisfaction scores in the observation group, including teaching style, classroom motivation, classroom atmosphere, learning efficiency, and classroom goal achievement, were higher than those in the control group, and the difference was statistically significant (P<0.05). Conclusion SCL integrated teaching method used in the theory teaching of nephrology can promote the combination of students' independent learning and interactive learning, stimulate students' interest and attention to learning, improve students' theoretical performance and comprehensive literacy.

Key words: SCL integrated teaching method, nephrology, chronic renal failure, teaching effectiveness