Abstract: Against the backdrop of the “Healthy China” strategy and the rapid development of the Big Health industry, the paradigm of medical education is shifting from knowledge transmission to competency development, placing higher demands on the clinical competencies of applied medical professionals. To address practical issues in clinical endocrinology education, such as passive learning among students, the gap between theory and practice, and inadequate training in clinical reasoning, this paper focused on the core competencies expected of future physicians, constructed teaching content from the three dimensions of theory, practice, and ethics, and explored the educational reform and practical application of an integrated teaching model combining competency-based case-based learning (CBL) with the mini-clinical evaluation exercise (Mini-CEX). This model encompassed the processes of curriculum and case design grounded in a competency framework, a paradigm shift among clinical instructors, structured implementation procedures, and the establishment of a constructive feedback culture. Practical application demonstrated that this integrated model significantly outperformed traditional teaching methods in enhancing students’ clinical skills, learning satisfaction, and self-efficacy, thereby effectively strengthening the overall clinical competency of medical students. This study not only offered a novel pathway for pedagogical reform in endocrinology but also provided a valuable practical reference for educational innovation in other medical and health-related disciplines in the Big Health era.

Key words: competency-based, case-based learning, mini-clinical evaluation exercise, teaching satisfaction