Aiming at the core difficulties in the teaching of medical advanced mathematics, such as abstract theories, low student engagement, disconnection between theory and practice, difficulties in ideological and political integration, and monotonous teaching methods, this study took the medical advanced mathematics course at Southwest Medical University as an example, and adopted the "Five Transformations and Five Promotions" teaching innovation model, which is simplifying complexity to enhance comprehension, transforming teaching into guidance to promote thinking, bridging theory and practice to stimulate innovation, expanding participation to promote integration, and diversifying methods to boost motivation. By integrating problem-based learning (PBL) teaching model and a BOPPPS teaching cycle-guided "Three-Learning" blended teaching model (pre-class guidance, in-class exploration, and post-class extension), combined with information technology tools such as Chaoxing Learning application and GeoGebra software, a student-centered teacher-student learning community was established. The practice demonstrated that this model significantly enhanced students' autonomous learning capabilities, higher-order thinking skills, and interdisciplinary application abilities through the deep integration of medical cases and mathematical theories. The natural incorporation of ideological and political elements strengthened the educational goal of moral cultivation and talent development. A diversified assessment system and teacher-student interactive design broke through the limitations of one-way instruction in the traditional classroom, and improved the teaching effect. This practice provides a replicable interdisciplinary teaching model for medical mathematics teaching reform, and helps to cultivate compound talents under the "New Medical Science" initiative.

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