In the reform of medical education, innovative teaching methods are increasingly valued. Integrating design thinking (DT) into basic medical courses is seen as a key approach to fostering students' innovation and practical skills. The "Creative Histology and Embryology Learning Skills Expansion Competition," an interdisciplinary project, aims to explore new teaching models, promote comprehensive student development, and provide a practical example for innovative basic medical education. This study used qualitative research methods to conduct interviews with 15 award-winning students, gathering their learning experiences and feedback. We applied grounded theory to analyze the interview data through three levels of coding (open coding, axial coding, and selective coding) to reveal how DT integration in basic medical courses impacts students' innovation awareness and abilities. Open coding clearly identified the primary experiences and feelings of the students. Axial coding grouped these experiences into key themes, and selective coding developed a theoretical framework to explain these experiences and feelings. The three-level coding revealed that clinical undergraduates participating in the interdisciplinary competition had rich experiences and profound insights, particularly in terms of motivation, preparation, collaboration, and gains. DT is an effective tool for improving medical education, particularly in histology and embryology courses. It significantly enhances students' innovation awareness and abilities. This finding confirmed the effectiveness of DT in medical education and supported the transformation of basic medical education models. Future medical education practices should emphasize the integration of DT to cultivate students with innovation and practical skills. This will promote the reform and development of medical education.
