探讨课程思政融入呼吸系统相关疾病检验教学模式，并评价其在实习医学生中的应用效果。依据教学大纲和内容，结合文献及临床教学经验，构建课程思政融入呼吸系统相关疾病检验教学模式，选择2017年1月至2023年12月我科实习医学生(n＝44)为对象，采用传统教学模式医学生(n＝20)为对照组，课程思政融入教学模式医学生(n＝24)为观察组，采用传统理论和技能考试、医学生自评与教师评价相结合的方式评估教学效果。观察组出科理论成绩(87.61±1.08分)、技能操作成绩(48.64±1.04)分高于对照组出科理论成绩(79.69±1.63)分、技能操作成绩(42.06±1.77 )分(P<0.05)；医学生自评有效提高了理论知识掌握91.7%、沟通能力83.3%高于对照组60.0%、50.0%；教师评价总分(40.36±0.91)分优于对照组(32.78±1.36)分(P<0.05)，观察组业务水平(8.72±0.34)分、团队合作能力(7.54±0.49)分等高于对照组(7.00±0.61)分、(6.40±0.49)分(P<0.05)。课程思政融入呼吸系统疾病检验教学可有效提升医学生的专业水平、人文素养及综合能力，具有实践参考意义。

This study aimed to develop and evaluate a teaching model that integrates curriculum ideology and politics into the instruction of laboratory diagnostics for respiratory system-related diseases among medical interns. Based on the established teaching syllabus, relevant literature, and clinical teaching experience, an integrated teaching approach was designed and implemented. A total of 44 medical interns from our department, enrolled between January 2017 and December 2023, were selected as participants. These interns were divided into two groups: the control group (n=20), which received traditional teaching methods, and the observation group (n=24), which was taught using the newly developed integrated model. The effectiveness of the teaching model was assessed through theoretical and practical examinations, as well as through self-assessments by the students and evaluations by instructors. The observation group demonstrated significantly higher theoretical scores (87.61±1.08) and practical skills scores (48.64±1.04) compared to the control group (79.69±1.63 and 42.06±1.77, respectively) (P<0.05). Student self-assessments indicated that the observation group showed greater improvement in the mastery of theoretical knowledge (91.7% vs. 60.0%) and communication skills (83.3% vs. 50.0%) compared to the control group. Instructor evaluations also revealed higher total scores for the observation group (40.36±0.91) than for the control group (32.78±1.36) (P<0.05). Furthermore, the observation group outperformed the control group in professional competence (8.72±0.34 vs. 7.00±0.61) and teamwork ability (7.54±0.49 vs. 6.40±0.49) (P<0.05). The integration of curriculum ideology and politics into the teaching of laboratory diagnostics for respiratory diseases has proven effective in enhancing medical students′professional competence, humanistic literacy, and overall capabilities, thereby demonstrating significant practical value for medical education.