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.