Abstract: In the context of the new medical science, traditional curriculum teaching faces challenges such as a weak understanding of new medical concepts, outdated teaching content, difficulties in interdisciplinary integration, traditional teaching methods, and single evaluation methods, neglecting the cultivation of students' interdisciplinary literacy and innovative abilities, thus failing to meet the demands of cultivating comprehensive medical talents for the new era. Therefore, the biochemistry teaching team has undertaken reforms and explorations in interdisciplinary faculty construction, curriculum system construction, teaching methods and assessment systems. This has resulted in the formation of an integrated teaching model called “Double-drive Five-integration”, which is driven by project-based learning and process-oriented assessment. This model integrates “Specialty and Ideological and Political Education-Disciplines-Science and Education-Industry and Education-Specialty and Innovation” achieving significant improvement in teaching quality and comprehensive development of student competencies. This reform practice provides strong support for cultivating high-level complex medical talents in the new era and offers valuable experiences and insights for the teaching reforms of other disciplines.

Key words: new medical science, project-based learning, process-oriented assessment, disciplines integration, teaching model