探索以教材建设为先导的理论与实践立体教学创新模式，培养既能胜任分子诊断学及医学类实验室工作，又能从事生物医学技术研发，具有终身学习能力的复合型卓越实验医学人才。

针对现有分子诊断学教材知识体系相对固化、编排逻辑单一，临床应用导向薄弱，数字资源匮乏等问题，编写系列教材并更新知识内容，重点融入学科前沿进展与真实临床案例，为分子诊断学理论学习提供坚实支撑。同时，充分利用多媒体及网络教学手段，引入多种新颖的教学方法，如以案例为基础的学习（CBL）、以问题为中心的学习（PBL）、以团队为基础的学习（TBL）、微课及翻转课堂等。将基础学习和临床应用紧密结合，让学生早日接触临床，为学生提供医院检验科、体外诊断技术公司、独立实验室等不同类型的暑期见习以及毕业前实习等多次学习与实践机会。增加综合性和设计性实验项目，同时让学生早日进入科研环境，培养科研和创新思维。整个过程建立完善的教学管理制度，通过教学过程监控、教学效果监控、落实听课及评课制度等措施从多层面、多视角对教学质量进行监控。

自创新模式实施以来，效果显著。教学团队参编教材24部，包括分子诊断学相关教材8部，学生发表分子诊断学相关SCI论文40余篇，12篇毕业论文获优秀本科生毕业论文奖，医学检验系获校级学生业余科研课题34项，发表教学改革论文14篇。满意度调查显示，立体化教学模式可提高学习收获的满意度，并且学生学习积极性得到提高，学生能更好地联系理论知识与实践应用，对学生今后的工作有一定的帮助。同时，期末理论考核平均成绩较改革前显著提高。

本次创新模式发挥了良好的示范和带头作用，可推动医学检验分子诊断学课程的理论深化与教学创新，是一条有效的改革路径。

To adapt to the development of molecular diagnostics, this study explores a theory-practice integrated three-dimensional teaching innovation model guided by textbook construction, aiming to cultivate interdisciplinary and competent medical laboratory talents who are proficient in molecular diagnostics and clinical laboratory practice, capable of biomedical research, and equipped with lifelong learning capacity.

In response to the relatively static knowledge systems, unidimensional organizational frameworks, insufficient clinical application orientation, and lack of digital resources observed in existing molecular diagnostics textbooks, a series of new textbooks were developed with updated content that prioritizes the integration of recent advances and authentic clinical cases, thus establishing a robust foundation for theoretical learning in molecular diagnostics. Meanwhile, by fully utilizing multimedia and online teaching tools, a variety of novel teaching methods such as case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), micro-lessons and flipped classrooms were introduced. Basic learning was closely integrated with clinical application and students were encouraged to be exposed to clinical practice as early as possible. Students were provided with various summer internships, including placements in hospital clinical laboratories, in vitro diagnostic technology companies, and independent laboratories, as well as multiple opportunities for learning and practice before graduation. The number of comprehensive and design-oriented experimental projects was increased, and students were encouraged to participate in scientific research activities early to cultivate scientific and innovative thinking. A complete teaching management system was established for the entire process. Teaching quality was monitored from multiple perspectives via process monitoring, summative outcome evaluation, and classroom observation systems.

Since the implementation of the innovative model, the outcome has been remarkable. 24 textbooks were compiled, including eight directly related to molecular diagnostics. Over 40 SCI-indexed papers on molecular diagnostics have been published, and 12 awards for outstanding undergraduate graduation theses have been received. Additionally, 34 undergraduate research projects were funded at the institutional level, and 14 papers on teaching reform have been published. Satisfaction surveys revealed that the three-dimensional teaching model enhanced students' learning satisfaction and motivation, strengthened theory-practice integration, and was regarded as beneficial for future practice. The average final exam scores also showed significant improvement after the reform.

This new model represents an effective approach that promotes theoretical advancement and pedagogical innovation in molecular diagnostics education within medical laboratory science, offering an effective direction for educational reform in this field.