Pathophysiology is of fundamental importance in the training of MLT students. However, traditional teaching strategies are not efficient in inspiring the innovative practice of students. To facilitate teaching cancer pathophysiology, a core component in the BMS2002 course, I aim to set up a student-centered teaching platform. This platform contains tutorial and laboratory modules that instruct the students to model cancer progression with EMT gene signatures. Students will also be encouraged to innovate novel computational methods. I expect this platform to connect the theoretical knowledge of the students with their critical thinking, with the central goal to inspire their innovative practice.