This study explores the efficacy of a blended interactive feedback model in English writing education, integrating dynamic, teacher-student, and peer interactions, along with an online diagnostic system. Conducted with clinical medicine students at Guilin Medical University, the research employs a Diagnose-Teach-Learn-Assess approach, involving pre-test, intervention, and post-test phases. Analysis reveals significant improvements in the experimental groups writing abilities, attributing success to the blended models effectiveness. The study emphasizes the role of online diagnostic tools and the positive impact of a remedial three-dimensional interactive approach, fostering personalized and collaborative learning experiences. Results underscore the models advantages, stimulating interest, providing personalized guidance, and enhancing collaboration. The study concludes by advocating ongoing research to delve deeper into the interactive feedback models components and validate its effectiveness across diverse educational contexts, offering valuable insights for improving English writing education and informing future educational practices.