The advancement of medical science has elevated medical English to a critical role in facilitating international medical exchange and scientific collaboration. However, traditional medical English pedagogy often suffers from an overemphasis on linguistic knowledge at the expense of practical application and a teacher-centered approach that neglects knowledge construction. These limitations hinder the cultivation of interdisciplinary talents required for clinical practice and scientific research. Guided by constructivist learning theory and utilizing the teaching case of the course “Emerging Pathogenic Fungal Infections,” this study explores reform pathways through reconstructing teaching objectives, redesigning instructional processes, and optimizing assessment systems. Specifically, targeted curriculum enhancements were implemented to strengthen students’ international literature reading proficiency. The reform aims to holistically improve students’ ability to utilize medical English for solving practical problems, offering valuable insights for medical English education.