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.