Abstract: University Chemistry is a compulsory foundational course for undergraduate students in medical fields, playing a crucial role in solidifying their professional knowledge, cultivating scientific thinking, and enhancing overall competencies. However, the instruction of University Chemistry for students from diverse backgrounds faces several challenges, including significant differences in foundational knowledge, weak self-directed learning abilities, the complexity of course content, and a lack of integration with medical applications. This reform adopts a student-centered teaching philosophy, incorporating innovative practices such as classified instruction, streamlined content, and effective use of case studies. It also introduces classroom micro-activities like book clubs, mind map presentations, and homework discussions to enrich the learning experience. Additionally, a dual-teacher model and scientific evaluation methods are implemented to enhance the professional character and engagement of the course. These initiatives contribute to richer scientific nature, professionalism and fun in the curriculum, positively impacting the cultivation of high-quality medical professionals.

Key words: University chemistry, Differentiated instruction, Dual-teacher model, Book club, Smart case application