This paper presents a teaching study of a project-based learning (PBL) course that connects two distinct lecture courses in the context of product development (PD): class A - Applications of Industrial Information Technology (AIIT) and class B - Development and Management of Digital Product Creation Processes (EMP). Both courses include the project of modification of a wheeled walker, with students organised into three interdisciplinary groups. Each group is responsible for developing one out of three technical subsystems, which are automatic height adjustment, medical supervision, and curb negotiation. The groups progress through various phases from ideation and conceptual solutions to virtual prototyping, to physical prototyping, and to final report. By showcasing the critical deliverables produced at each phase of the project, this paper analyses them from an educator's perspective to extract key lessons learned. The insights and recommendations presented herein aim to offer practical guidance for educators who are interested in implement similar courses, thereby contributing to the advancement of pedagogical practices in engineering education.