Objective To construct a “knowledge-case-ideology and politics” trinity classroom teaching model for the Cell Engineering course under the background of traditional Chinese medicine （TCM）. Methods Students majoring in medical experimental technology from the 2020 cohort were selected as the observation group， and students from the 2019 cohort were used as the control group. The observation group adopted the case-based teaching method， while the control group used the traditional lecture-based method. The teaching effects were evaluated through student performance in exams and the results of a questionnaire assessing the improvement of students' abilities and qualities. Results The “knowledge-case-ideology and politics” teaching model significantly improved both final grades and overall scores， particularly enhancing the proportion of students achieving excellent and good results. This new teaching model stimulated students' interest in learning， encouraged self-presentation， fostered innovation in scientific research， and developed a sense of collective responsibility and honor. It also contributed to improving students' abilities in course learning， professional practice， teamwork， communication， and problem-solving. Conclusion Case-based teaching effectively promotes students' understanding of knowledge while enhancing their comprehensive abilities and personal development.