A three-dimensional integrated teaching model combining case-based learning (CBL) and problem-based learning (PBL) was implemented for an ophthalmology internship integrating traditional Chinese and Western medicine. This model addressed the discrepancy between the traditional Chinese differentiation of syndromes and the Western pathological classification, the overemphasis on Western procedures and the insufficient training in the techniques of traditional Chinese medicine. The study was single-center, prospective, and evaluated student results before and after the introduction of the model, including new students of year 156. After implementation, the average student satisfaction score increased to 4.54 ± 0.33 on a five-point Likert scale. Compared to baseline, there were significant improvements in: class participation from 64.0 ± 8.5% to 92.0 ± 4.5% (p < 0.001), comprehensive exam scores from 77.0 ± 5.5 to 92.0 ± 4.0 (p < 0.001), and autonomous learning total scores (p < 0.001). Other improvements included frequency of independent literature review from 1.2 ± 0.3 times/week to 3.5 ± 0.4 times/week (p < 0.001), accuracy of acupuncture point placement from 84.0% to 95.0% (p < 0.001), and Western Medicine examination scores (from approximately 80 to 95.5 ± 3.5, p < 0.001). The authors report that the model effectively increased the quality of ophthalmology teaching and helped develop students with integrated competencies in traditional Chinese and Western medicine.