Based on the first-class course construction project of Diagnostics and the high-quality demonstration course project for postgraduate education at Fujian University of Traditional Chinese Medicine, this paper systematically analyzes the implementation effect of the teaching model integrating “interdisciplinary integration + case-based teaching + multi-dimensional evaluation” in the course, using course application materials and questionnaire survey data from 66 students. The study introduces innovative teaching methods such as Problem-Based Learning (PBL), flipped classroom, role-playing, and failed case teaching, and closely integrates the successful experience of Professor CHEN Zhibin’s Fujian Provincial Famous TCM Physician Studio in the diagnosis and treatment of lung impediment (feibi in TCM terminology). On this basis, a new assessment system featuring “progressive evaluation + multi-dimensional assessment” is constructed. Survey data show that students’ satisfaction with practical training courses and internship courses reaches 8.8 points and 8.94 points respectively (out of 10 points), and 74.24% of students prefer the content of internship courses the most. The teaching reform has significantly improved students’ clinical thinking ability and practical operation skills, providing replicable experience for the construction of clinical medicine courses.