This study investigated the teaching effectiveness of applying an artificial intelligence (AI)-assisted problem-based learning (PBL) teaching model in physiology courses for undergraduate pharmacy majors. The research involved 214 undergraduate pharmacy students divided into a control group and an experimental group. For the control group (n=106), the traditional PBL teaching method was implemented. For the experimental group (n=108), the AI-assisted PBL teaching model was applied. The method involved teachers using an AI platform to intelligently generate teaching cases and guiding questions during lesson preparation. Students engaged in group collaboration, discussed cases, delivered presentations, and interacted with the AI platform in real-time, constructing a closed-loop teaching system of “problem generation-dynamic guidance-multidimensional evaluation”. Compared to the control group, the experimental group performed significantly higher scores in knowledge mastery, higher-order thinking skills, and learning engagement, with the difference being statistically significant (P<0.05). The satisfaction rate of the experimental group with the course teaching model was 87.50%. These findings suggest that the AI-assisted PBL teaching model can effectively improve the teaching outcomes of physiology for pharmacy undergraduates, offering a novel and effective approach to training high-quality pharmaceutical professionals.