Theoretical connotations and practical approaches of integrating ideological and political education into medical humanities education from a new medical perspective
新医科视域下课程思政赋能医学人文教育的理论内涵与实践路径

摘要

在新医科建设纵深推进的背景下，医学人文教育的根本任务明确为立德树人，即培养既具扎实医术又具良好医德的德才兼备型人才。课程思政作为一种体现新时代特征的综合教育理念，通过价值引领、文化传承与实践驱动三维机制，为医学人文教育提供了系统性赋能路径。本文立足新医科建设的视域，首先阐释课程思政赋能医学人文教育的理论内涵，揭示二者在价值导向、育人目标与功能定位上的深层耦合逻辑；继而从基础医学、临床医学、通识教育及第二课堂等层面归纳实践探索；进而审视当前存在的思政元素融入碎片化、教育目标模糊化、师资建设薄弱化、评价机制缺位及实践环节虚化等现实困境；最终从加强顶层设计、构建师资共同体、拓展沉浸式实践方式、完善多元评价体系等方面提出优化路径，以期为课程思政与医学人文教育的深度融合提供参考与实践借鉴。

Abstract

Against the backdrop of the comprehensive advancement in new medical education initiatives, the fundamental mission of medical humanities education has been clearly defined as cultivating virtue and nurturing talent, namely, fostering professionals who possess both solid medical expertise and exemplary medical ethics-individuals excelling in both moral integrity and professional competence. As a comprehensive educational philosophy embodying the characteristics of the new era, curriculum-based ideological and political education provides a systematic empowerment framework for medical humanities education through a three-dimensional mechanism of value guidance, cultural inheritance and practice-driven development. From the perspective of new medical education development, this manuscript first elucidates the theoretical framework through which curriculum-based ideological and political education enhances medical humanities education, revealing their profound interdependence in terms of value orientation, educational objectives, and functional positioning. It then summarizes practical explorations across four domains: basic medical sciences, clinical medicine, general education and the second classroom. Building on this, the paper delves into pressing real-world dilemmas in current practice, including fragmented integration of ideological and political elements, ambiguous educational goals, underdeveloped faculty capacity, absent evaluation mechanisms and hollowed-out practical components. Finally, it proposes targeted optimization pathways, such as strengthening top-level design, building faculty communities, expanding immersive practice approaches and improving multi-dimensional evaluation systems, in order to provide theoretical references and practical insights for the in-depth integration of curriculum-based ideological and political education and medical humanities education.