Objective <p>This pilot study aimed to assess the effectiveness of conceive-design-implement-operate (CDIO) combined with the problem-based learning (PBL) teaching method in obstetrics students of an eight-year rotation system, focusing on clinical theory and practical skills at Peking Union Medical College Hospital in China.</p> Methods <p>This prospective study enrolled eight-year medical students with no prior obstetrics experience between September 2021 and April 2022. Participants were assigned to either the CDIO-PBL teaching group or the traditional teaching group. The mastery of theoretical knowledge was evaluated using a self-assessment questionnaire, while clinical skills were assessed through Direct Observation of Procedural Skills (DOPS). Statistical analyses, including t-tests, Mann-Whitney U tests, and chi-square tests, were conducted to compare the proficiency in theoretical knowledge and clinical skills between the two groups.</p> Results <p>A total of 91 students participated in the assessment of theoretical knowledge competency, with 49 assigned to the PBL + CDIO group and 42 to the traditional learning group. For the procedural skills evaluation, 55 students were enrolled, including 30 from the intervention group and 25 from the control group. No significant differences were observed in the demographic characteristics between the two groups. Regarding theoretical learning, the PBL method significantly increased the proportion of students who rated their experience as “agree” or “totally agree,” rising from 68.5 to 92.2% (<i>P</i> &lt; 0.001). Additionally, the CDIO teaching method demonstrated a significant improvement in obstetric procedural skills, with <i>P</i> &lt; 0.001 across all evaluation criteria.</p> Conclusion <p>The combination of CDIO and PBL is an effective and satisfactory methodology for obstetric teaching, including theoretical learning and clinical skills.</p>