医学生在不久的将来需担起保障人民健康的重任，必须坚持正确政治方向，思想政治教育(思政教育)融入医学课程显得格外重要。眼科疾病与全身疾病息息相关，眼科学是临床医学生的一门必修课程。思政教育与眼科学专业课相融合可激励学生自觉把个人的理想追求融入国家和民族的事业中，勇做走在时代前列的奋进者、开拓者。中山大学中山眼科中心因材施教，针对临床医学专业本科生，通过生动的例子将“防盲治盲责任”“近视防控国家需求”等思政内容融入眼科学本科教学的各个章节中，旨在培养学生树立为服务人民、服务国家健康战略而努力学习的理想和价值观。课程结束后，采用问卷调查了解学生对思政教育与眼科学专业课融合的接受度、课程建议及效果评估，发现学生对眼科学课程中融入思政教育接受度较高，效果较好。

Medical students must adhere to the correct political direction because they need to protect people's health in the near future. It is particularly important to integrate ideological education into medical curriculum. Ophthalmic diseases are closely related to systemic diseases. Ophthalmology is a compulsory course of clinical medicine for medical college students. The integration of ideological education into ophthalmology professional courses can encourage students to integrate their personal ideals into national undertaking, motivate students to become strivers and pioneers in the new era. Zhongshan Ophthalmic Center, Sun Yat-sen University taught students according to their aptitude and integrated the ideological contents such as “prevention of blindness” and “myopia prevention” into each chapter of ophthalmology teaching through vivid examples for clinical medical undergraduates. It would be helpful for the students to establish the ideal and values of “serve the people”. At the end of the course, the medical students were investigated by questionnaires to evaluate the effect of ideological education integration, as well as the acceptance and suggestion from the students. The results showed that students

were satisfied with the teaching quality of ideological contents and the curriculum integration has achieved the desired effect.

将课程思政理念融入专业课程是落实立德树人根本任务和全面推进课程育人的重要途径。本文根据课程思政的内涵要求和发展实际，结合实验室技能培训课程特点，从知识点、人与社会、故事、案例辨析、实验操作5个方面进行思政探索和实践。通过优化教学设计、创新教学方法和丰富教学内容，切实将社会主义核心价值观教育贯穿专业课教育全过程，为眼科学及分子医学专业课相关课程的思政教学和高质量人才培养提供了有价值的参考。

Integrating ideological and political concepts of the curriculum into the professional curricula is an important way to implement the fundamental task of cultivating people with morality and comprehensively promote the education of people through the curriculum. Based on the connotation requirements and actual development of the integration of ideological and political education throughout curriculum, considering the features of laboratory skills training courses, this paper explores ideological and political education in 5 aspects. The 5 aspects include knowledge points, humans and society, stories, case analysis, and experimental operation. By optimizing teaching design, innovating teaching methods, and enriching teaching contents, the education of socialist core values should be effectively carried out throughout the whole process of professional course education, which provides a valuable reference for the ideological and political teaching in ophthalmology and molecular medicine related courses and for the cultivation of high-quality talents.

目的：了解思政元素融入临床医学八年制眼科学整合课程的学生满意度与教学效果。方法：对中山大学临床医学八年制的五年级医学生进行匿名纸质版问卷调查，评估学生对思政教育的满意度与教育效果。对问卷结果进行描述性统计分析，计数资料以频率与百分比的形式表示。结果：共回收有效问卷90份，91%的学生认同在课程中融入思政元素，93%的学生认为思政与课程的融合度为好或者非常好，82%的学生认为思政课程对激发眼科学兴趣有帮助。思政题目的总体正确率高达92.9%，正确率从高到低依次为：医患沟通(100%)、眼科历史(98.9%)、政策要点(83.3%)、研究前沿(82.2%)。结论：临床医学八年制学生对眼科学整合课程的思政元素融合的满意度高。思政教育获得良好效果，学生对思政知识的掌握度高。后续课程在保持学生对医患沟通以及学科历史兴趣的同时，还应加强对于研究前沿和政策要点的教育。

Objective: To investigate the student satisfaction and educational effect of integrating ideological and political elements into the eight-year clinical medicine ophthalmology integrated curriculum. Methods: An anonymous paper questionnaire survey was administered to fifth-grade clinical medicine students ofthe eight-year clinical medicine program of Sun Yat-sen University to assess students’ satisfaction with ideological and political education as well as the educational effectiveness. Descriptive statistical analysis was performed on thequestionnaire results, and the qualitative data were represented by frequency and percentage. Results: Ninety valid surveys were collected. 91% of the students agreed with the incorporation of ideological and political elements into the curriculum, 93% of the students thought the incorporation of ideological and political elements into the curriculum was good or very good, and 82% of the students believed that the ideological and political curricula helped arouse their interest in ophthalmology. The overall correct rate for ideological and political questions reached 92.9%, with the following correct rates from most accurate to least accurate: doctor-patient communication (100%), history of ophthalmology (98.9%), policy (83.3%), and research frontier (82.2%). Conclusion: Eight-year clinical medicine students are highly satisfied with the integration of intellectual and political components into the ophthalmology integration curriculum. Ideological and political education has yielded favorable results, with students demonstrating a thorough grasp of ideological and political facts. Future curricula should expand students’ awareness of research frontiers and policy issues while maintaining their interest in doctor-patient communication and the history of ophthalmology.