Abstract: To enhance the integration of ideological and political within clinical courses and foster the internalization of educational objectives in the affective domain, West China School of Medicine of Sichuan University has been implementing a strategy that focuses on integrating ideological and political elements into clinical courses by targeting key learning points since 2019. This article outlines the teaching design, execution process, and strategies employed in our approach, and the effectiveness of this approach was assessed through questionnaire survey, academic performance and students' feedback. In March 2024, the questionnaire survey was conducted for senior students majoring in clinical medicine. The findings indicate that 89.8%(247/275) of the students recognized the integration of ideological and political elements in clinical courses, with 88.4%(243/275) perceiving it as seamless and not awkward, 88.4%(243/275) of the students reported that their goals of professional competency were clarified, 87.3%(240/275) reported their professional identity and career aspirations were reinforced, and 88.7%(244/275) reported that it meets the expectation of practicing medical professionalism in clinical settings. Overall, 87.3%(240/275) of the students expressed satisfaction with the integration of ideological and political elements into clinical courses. The cases of students' academic evaluation and subjective teaching evaluation show that some students have internalized such education. The results reflect that this approach is well-aligned with the nature of clinical courses and contributes to the fulfilment of educational objectives.

Key words: Students, medical, Ideological and political education, Clinical courses, Key learning points