Abstract： Objective： To evaluate the effectiveness of integrated teaching methods in the instruction of acceptance and identification of Chinese herbal decoction pieces. Methods：A total of 100 trainees from the Chinese herbal medicine warehouse of The First Affiliated Hospital of Guangzhou University of Chinese Medicine were selected between September 2023 and May 2024. Among them，50 trainees enrolled from September 2023 to January 2024 were assigned to the traditional teaching group， receiving conventional training. Another 50 trainees enrolled from January 2024 to May 2024 were assigned to the integrated teaching group， which incorporated reverse case studies into theoretical instruction and problem-based learning （PBL） into practical training. The differences between the two groups were compared in terms of theoretical assessment scores，identification competence，satisfaction with instructors，and teaching satisfaction [measured by the Dundee Ready Education Environment Measure （DREEM）]. Results： After training，the integrated teaching group demonstrated significantly higher theoretical assessment scores and total scores in areas such as preparation，efficacy，acceptance，and failure case analysis of the Chinese herbal decoction pieces compared to the traditional teaching group （P＜0.05）. After training，the integrated teaching group also outperformed the traditional teaching group in competence scores for morphological， physicochemical， and quality identification of the Chinese herbal decoction pieces （P＜0.05）. Additionally，the integrated teaching group reported higher satisfaction with instructors （P＜0.05） and higher DREEM scores across all dimensions （P＜0.05）. Conclusion：The integrated teaching methods significantly enhance the effectiveness of instruction in the acceptance and identification of the Chinese herbal decoction pieces for trainees in Chinese herbal warehouses. It improves theoretical knowledge， identification skills，and student satisfaction with both instructors and the teaching process.