In 2018, to help undergraduate medical students strengthen their self-learning and scientific research skills, we introduced an instructional model that combined literature-based learning with experimental design. We tested this model on the molecular biology class at Tongji University. In the first step of the model, a topic is chosen, and students find, read, and evaluate scientific papers in groups and deliver presentations. In the second step, they design scientific experiments in groups and discuss their proposed experiments in class, which is to be followed by further experimental verification in the lab course. This entire activity was given 20% weightage in the final score. The model led to better student-centered teaching and self-directed learning according to quantitative and qualitative assessment. Students showed great interest in literature and research. They enjoyed group work and gained experience in organization and presentation. Apart from a significant increase in final score, assessment data from students indicated that they were satisfied with this teaching model and considered it a positive experience. Looking at the positive impact of the literature-based learning and experiment design model, we support its continued use for teaching molecular biology to undergraduate medical students.