Abstract: In response to persistent challenges in traditional teaching of the endocrine and metabolic system—such as fragmented knowledge structures,a disconnection between theory and clinical practice,and insufficient student engagement—as well as implementation difficulties in integrated curricula,including overly complex content,redundant interdisciplinary overlap,heavy faculty coordination pressures,and lagging updates of teaching resources,this study constructs an integrated course system for the endocrine and metabolic system centered on the "organ-system" framework and clinical case integration.The course adopts a progressive instructional process of "self-directed learning of informational materials followed by clinical case discussion," integrating online and offline resources,and combines case-based learning (CBL) with problem-based learning (PBL) in an organic manner.A multi-dimensional assessment system incorporating both formative and summative evaluation is also established.Teaching practice demonstrates that this blended instructional model enhances students' abilities in knowledge integration,clinical reasoning,and the application of theory to practice,providing a transferable implementation pathway for the reform of integrated medical curricula in the context of new medical education.