The knowledge of "clinical molecular biology testing technology" is complex, conceptual expressions are abstract and difficult to understand, and the student's interest in learning is low. This study aimed to evaluate the effectiveness of a cyclic teaching method based on case analysis combined with an exploratory teaching method using mind mapping as an assignment. Students from the 2019 cohort of medical laboratory technology at Hunan University of Chinese Medicine served as the control group and received conventional lecture-based teaching methods. Students from the 2021 cohort served as the test group and were undergoing teaching methods that focused on developing critical thinking skills. Course regular grades, exam scores, teaching evaluations, and questionnaires were used to evaluate the teaching effect. The test group had higher scores than the control group. It is also better in terms of memorization ability and comprehensive analytical ability. However, there were no differences between the two groups in terms of understanding and application ability. The test group showed higher satisfaction in improving knowledge mastery, cultivating learning interest, enhancing logical thinking ability, and utilizing post-class assignments in the form of mind mapping for better knowledge consolidation and expansion than did the control group. The survey results from the test group indicate that a teaching method focused on developing thinking skills has significant effects on stimulating learning interest, improving cognitive ability, and helping to address clinical issues. Combining the cyclic teaching method based on case analysis with the exploratory teaching method using mind mapping as assignments can enhance learning motivation, facilitate knowledge acquisition, and is suitable for teaching in the discipline of "clinical molecular biology testing technology".