目的 探讨课程思政研讨型观摩课的设计要点,明确其提升临床教师课程思政能力的实施效果,为解决临床教师课程思政能力和方法储备不足问题提供参考。方法 中南大学湘雅医院教务部牵头设计,按照课前准备、课中观摩研讨、课后评价反思的流程,于2023年3至5月和11至12月组织开展了14次课程思政研讨型观摩课。课后实时对学生和授课教师进行问卷调查,一周内对授课教师进行一对一访谈,期末对督导和同行教师开展座谈,对各项结果进行一般描述性统计分析。结果 参与调查的14名教师对观摩课反馈:更精心地设计教学目标、内容和方法(9.46±0.97)分,更深入思考探究课程思政教学重点和难点(9.46±0.97)分,充分使用了所设计的课程思政教学元素和案例(9.00±1.45)分,有更多机会与其他学科教师交流与合作(8.77±1.36)分。参与调查的838名学生反馈观摩课让其感受到教学精心设计(9.21+1.35)分,能够始终抓住我的注意力(8.96±1.70)分,很愿意参与本节课的互动(8.87±1.78)分。参与访谈的12名教师均认为研讨型观摩课通过深耕教学设计和反思改进提升了课程思政认知和教学能力,且会将此经验应用于后续教学中。督导及同行建议教师结合学科特点、课程特色和学生兴趣来挖掘思政元素;建议管理部门常态化开展研讨型观摩课并建立激励机制。结论 研讨型观摩课促进了临床教师课程思政的教学设计与课后反思,提升了课程思政教学能力,并对后续教学产生了积极影响,同时也提升了学生的学习体验。

Objective To explore the design key points of discussion-oriented observation classes on political and virtuous awareness education,to clarifytheir implementation effects and to provide a reference for training to address the lack of faculty competence and methodological resources on political and virtuous awareness education. Methods Organized and designed by the Academic Affairs Office in Xiangya Hospital ofCentral South University, 14Discussion-oriented observation classes on political and virtuous awareness education were conducted from March to May and November to December 2023, following a three-phase workflow: pre-class preparation and design, in-class observation and discussion, and post-class evaluation and reflection. Data were collected in real time after classes, including 838 student questionnaire responses, feedback from 14 teaching instructors, calculating the item scores according to the Likert 10-point scale; and insights from 153 supervisors and peer teachers through real-time and end-of-term discussions. One week post-class, one-on-one interviews were conducted with 12 instructors. General descriptive statistical analysis was performed on the results. Results The results showed that the 14 teachers who participated in the teaching activities gave feedback after the class, stating that they had designed the teaching objectives, content and methods more meticulously (9.46±0.97) points, had more deeply considered the key points and difficulties of the ideological and political teaching in the course (9.46±0.97) points, had fully utilized the designed elements and cases of ideological and political teaching in the course (9.00±1.45) points, and had more opportunities to communicate and collaborate with other subject teachers (8.77±1.36) points. The 838 students' feedback indicated that the observation class made them feel that the teaching was meticulously designed (9.21±1.35) points, could always capture their attention (8.96±1.70) points, and were very willing to participate in the interactive activities of this class (8.87±1.78) points. All 12 teachers who participated in the interview believed that the discussion-based observation class improved their understanding of ideological and political teaching and teaching ability through in-depth teaching design and reflection and improvement, and would apply this experience to subsequent teaching.Experts and peers recommend that teachers integrate political and virtuous awareness elements by aligning them with the characteristics of the discipline, the unique features of the course, and student interests. They also advise administrative departments to institutionalize discussion-oriented observation classes and establish incentive mechanisms. Conclusions Discussion-oriented observation classes facilitated clinical teachers' instructional design and post-class reflection on political and virtuous awareness education in the curriculum, enhanced their teaching competence in this area, and exerted a positive impact on subsequent teaching practices. Meanwhile, these classes also enhanced students' learning experience.