To enhance the professional competency of medical students, the research team introduced a student-centered teaching concept, integrating diversified teaching models such as Team-Based Learning (TBL) and flipped classroom. Two randomly selected classes from the same theoretical course of clinical speciality were chosen for comparison: the control class adopted traditional lecture-based teaching, while the experimental class implemented the diversified teaching model. The grades showed no significant difference in regular assessments and practical exams, but the experimental class achieved significantly higher final scores. Questionnaire results indicated that the experimental class outperformed the control in teamwork, communication, self-directed and lifelong learning abilities as well as anatomical skills. The competency-oriented, teacher-guided, and student-led diversified teaching model effectively enhances students’ overall abilities in systemic anatomy practical teaching. Innovations of this model include front-loading knowledge acquisition through the flipped classroom, reinforcing teamwork via TBL, and improving clinical thinking through PBL case studies, thus forming a“self-learning - team discussion - clinical application”closed-loop development system that breaks through the limitations of traditional lectures. However, there are also problems such as students' lack of initiative in the diversified teaching model and difficulties in refining key points when searching for resources.