目的：探讨思政引领教学法在五年制临床定向医学生眼科学见习中的应用效果。方法：研究于2023年3月在首都医科大学石景山教学医院进行，选取该年度参加见习的37名五年制临床定向医学生为研究对象。研究将见习课程随机分为两组：传统思政教学法组和思政引领教学法组。传统思政教学法组在第一次见习课中采用传统方式，涵盖眼的组织解剖、视神经和视路疾病、眼外肌疾病与弱视、眼外伤等内容；思政引领教学法组则在第二次见习课中采用新的教学方法，涵盖眼表疾病、外眼疾病、眼视光学、视网膜病等内容。见习结束后，通过试卷测试评估学生的眼科理论知识、见习技能及思政应用能力，并采用李克特十级量表评估学生对思政教学的认知及满意度。结果：思政引领教学法组在思政成绩(9.29±0.37 vs. 6.83±0.50)和总成绩(85.14±4.84 vs. 81.86±4.94)上均优于传统思政教学法组(P <0.05)，且在李克特十级量表6个维度的评分中均显著更高(P 均<0.001)；在眼科理论知识和见习技能方面，思政引领教学法组成绩均高于传统思政教学法组，但差异无统计学意义(P >0.05)。结论：思政引领教学法能显著提升学生对课程思政的认知、接受度和满意度，是一种有效的医学教育课程思政实践方式。通过将思政元素系统化地融入眼科见习课程，不仅可以增强学生的思政素养，还能提升其职业责任感和服务意识，为培养适应基层医疗需求的高素质医学人才提供了有力支持。

Objective: To explore the application effects of  ideological and political education (IPE)-led teaching methods in ophthalmology clerkship among five-year clinical medicine students with directional training. Methods: The study was conducted in March 2023 in the Shijingshan Teaching Hospital of Capital Medical University. A total of 37 fiveyear clinical medicine students with directional training who participated in the clerkship in that academic year were selected as the research subjects. The clerkship courses were randomly divided into two groups: the traditional IPE teaching method group and the IPE - led teaching method group. The traditional IPE teaching method group adopted the traditional teaching approach in the first internship session, covering topics such as the histological anatomy of the eye, diseases of the optic nerve and visual pathway, extraocular muscle diseases and amblyopia, and ocular trauma. The IPE-led teaching method group employed a new teaching method in the second internship session, covering topics such as ocular surface diseases, external eye diseases, optometry, and retinal diseases. Following the clerkship, students' ophthalmology theoretical knowledge, practical skills, and IPE application abilities were assessed through written examinations, and their perceptions and satisfaction with the IPE teaching were evaluated using a 10-point Likert scale. Results: The IPE - led teaching method group demonstrated significantly higher scores in IPE performance (9.29±0.37 vs. 6.83±0.50) and overall performance (85.14±4.84 vs. 81.86±4.94) compared with the traditional IPE teaching method group (P < 0.05), and significantly higher ratings across all six dimensions of the 10-point Likert scale (all P < 0.001). In terms of ophthalmology theoretical knowledge and clinical skills during the clerkship, the IPE - led teaching method group achieved higher scores than the traditional IPE teaching method group, but the differences were not statistically significant (P > 0.05). Conclusions: The IPE-led teaching method significantly enhances cognition, acceptance, and satisfaction among students with IPE. This approach effectively integrates ideological and political elements into medical education. By systematically embedding them into the ophthalmology internship curriculum, it enhances students’ ideological literacy, professional responsibility, and service awareness, thereby supporting the cultivation of high-caliber medical talents equipped for grassroots healthcare.

目的：调查八年制临床医学生对眼科学直播课堂的满意度及教学效果。方法：基于八年制临床医 学生的直播课堂教学体验视角，进行问卷调查、课堂测验及课程考试，问卷内容包括调查对象基 本情况、直播课堂教学评价及满意度3个部分。采用SPSS 20.0统计学软件进行数据分析。结果：共 92名学生完成了问卷调查，男37名，女55名，年龄为(22.9±0.71)岁。课堂内容、课堂资源、平台设 计、平台技术及学习交流5个纬度的得分为40.60±4.582、17.43±2.814、13.07±1.759、13.14±2.052、 20.82±2.685；其中，与线下课堂交流相似性、学习交流积极性2个子条目的得分最低，分别为 3.42±1.131、3.85±0.864，这二者具有相关性(r=0.276，P=0.008)。直播课堂满意度的总得分为 13.52±1.872，课堂内容对其有显著影响(P<0.001)，标准化回归系数为0.687。相较于课前测验，课 测验成绩(65.9±11.4分)的提升差异具有统计学意义(P=0.033)；但是与2013级相比，2015级学生的 课程考试成绩(72.6±7.0分)降低，差异有统计学意义(P=0.009)。结论：课堂内容对直播课堂教学满 意度具有重要影响，需要注意直播课堂与线下课堂交流方式的差异，改进学习交流的参与积极性， 以提升教学效果。

Objective: To investigate the satisfaction and teaching effect of 8-year program medical students in live-streamed classroom on ophthalmology. Methods Based on teaching experience of live-streamed classroofrom the perspective of the 8-year program medical students, a questionnaire survey, classroom tests and course examination were conducted. The content of the questionnaire includes 3 parts: the basic information of the respondents, evaluation of live-streamed classroom teaching and its satisfaction. The SPSS 20.0 statistical software was used for data analysis. Results: A total of 92 students completed the questionnaire survey, including 37 males and 55 females, aged (22.9±0.71) years. The sores of content, resource, platform design, platform technology and learning communication of live-streamed classroom were 40.60±4.582, 17.43±2.814, 13.07±1.759, 13.14±2.052 and 20.82±2.685, respectively. Among all items, the scores of the similarity of offline classroom communication styles and enthusiasm for communication were lowest, with the points of 3.42±1.131 and 3.85±0.864, respectively, and the correlation of the two items were statistically significant (correlation coefficient =0.276, P=0.008). The total score of the live-streamed classroom satisfaction was 13.52±1.872. The classroom content has a significant effect on the satisfaction of the live-streamed classroom (P<0.001), and the standardized regression coefficient is 0.687. Compared with the pre-class test, the post-class test score was 65.9±11.4, with a statistically significant improvement (P=0.033); however, compared with grade 2013, the course test score of the students of grade 2015 was 72.6±7.0, with a statistically significant reduction (P=0.009). Conclusion: The classroom content has an important impact on the satisfaction of live-streamed classroom teaching. It is necessary to pay attention to the communication difference between live -streamed classroom and offline classroom settings, and improve the enthusiasm for participation in the study communication, in order to improve the effectiveness of teaching. 

目的：了解八年制医学生对全程导师的教学需求与满意度。方法：将中山大学八年制临床医学生分为低年级、高年级两组，均进行匿名线上问卷调查。分析问卷结果，并比较两组间的不同。结果：回收问卷352份。学生对导师个人“比较满意”占比高(低年级45.56% vs 高年级37.79%，P=0.087)，对全程导师制度“比较满意”占比高(低年级 36.67% vs 高年级33.14%，P=0.806)。对全程导师制度“很了解”与“比较了解”的学生在低年级中明显低于高年级的占比(16.67% vs77.91%，P<0.001)。低年级学生期待全程导师在职业规划、临床思维、科研思维、心理健康发挥较大影响的占比均高于高年级的实际评估(构成比4个方面均P<0.001，选择“有很大影响”及“比较有影响”在低、高年级占比分别为83.33% vs 36.63%，92.22% vs 29.07%，91.67% vs 31.39%，62.78% vs 38.37%)。结论：学生对全程导师个人及制度均较满意，但存在低年级对该制度了解少、师生联系少、导师实际作用低于学生预期、科研训练机会不足等问题。亟需完善全程导师制，推动临床医学高水平人才的培养。

Objective: To evaluate the teaching needs and satisfaction of the eight-year program medical students to the whole-course tutors. Methods: An anonymous online questionnaire survey was conducted among the eight-year program medical students at Sun Yat-sen University. All students were divided the junior group and the senior group, and the differences between the two groups were compared. Results: A total of 352 valid questionnaires were collected. The proportion of students who were fairly satisfied with their whole-course tutors was 45.56% in  the junior group and 37.79% in the senior group (P=0.087). The proportion of students who were fairly satisfied with the whole-course tutorial system was 36.67% in the junior group and 33.14% in the senior group (P=0.806). The proportion of students who “know well” and “know fairly well” about the whole-course tutorial system in the junior group was significantly lower than that in the senior group (16.67% vs 77.91%, P<0.001). The proportion of students in the junior group expecting their whole-course tutors “having a great impact” or “having some impact” on career planning, clinical thinking, scientific research thinking and mental health was significantly higher than that in the senior group (tests for proportions, all P<0.001, 83.33% vs 36.63%, 92.22% vs 29.07%, 91.67% vs 31.39%, 62.78% vs 38.37%). Conclusion: The eight-year program medical students are satisfied with their whole-course tutors and the whole-course tutorial system. However, some problems still exist, such as lower grade students lack of understanding of the whole-course tutorial system, insufficient contact between tutors and students, the actual influences of tutors failing to meet the students’ expectation, and insufficient opportunity of scientific research and training. It is urgent to improve the whole-course tutorial system and promote the cultivation of qualified medical talents.