To integrate the five core requirements of the ISO 15189:2022 quality system throughout the entire teaching process, and adopt multimodal teaching methods, aiming to enhance the teaching quality of the Clinical Laboratory Management course and students' job competency.

Centered on the philosophy of "student-centered, competency-oriented, and standards-led", the reform restructured the course content system according to the ISO 15189:2022 quality framework. It innovatively adopted multimodal teaching methods including case-based learning, problem-based learning, flipped classroom, and role-playing. An integrated assessment system combining formative and summative evaluation was established.

Teaching practice demonstrated that the reform effectively enhanced students' depth of theoretical understanding of quality management, practical application skills, and awareness of quality. The average score of the final exam was 82.1±9.4, representing an increase of approximately 6.9% compared to the previous year, with a statistically significant difference（P<0.05）. Questionnaire surveys indicated that over 98% of students found the course content and design, teaching methods and techniques, competency improvement, and learning gains to be "somewhat helpful" or "very helpful". Student satisfaction with teaching reached 98.4% at the end of the semester.

The multimodal teaching reform in the Clinical Laboratory Management course, based on the ISO 15189:2022 quality system, was recognized by both students and teachers. It holds significant practical importance for cultivating high-quality medical laboratory talents who meet international industry standards and for promoting the close integration of teaching and clinical practice.