AIM Based on the teaching contents of heart failure in Pathophysiology Center, an approach to integrating ideological and political education in course curriculum is explored along with a judgment of its effectiveness.

METHODS Fifty five-year-program undergraduate students of the 2018 and 2019 Grades of clinical medicine in the Air Force Medical University served as the research subjects. Questionnaire survey was used to compare the learning effect between the students with and without ideological and political education.

RESULTS After integrating the heart failure chapter of pathophysiology into the ideological and political curriculum, the final assessment scores and heart failure knowledge points of the experimental group were higher than those of the control group (P <0.05); In terms of satisfaction with the teaching of heart failure chapters, the experimental group was higher than the control group in four dimensions: improving knowledge understanding and mastery, guiding innovative thinking cultivation, helping to stimulate learning interest, and firmly dedicating oneself to medical mission awareness (P <0.05); In terms of integrating ideological and political education into the curriculum, students are more recommended to integrate theoretical and clinical stories and glorious military health deeds as integration points; Teachers generally believe that after integrating ideological and political education into the curriculum, students' learning enthusiasm increases, the level of classroom cooperation increases, the learning attitude becomes more upright, knowledge mastery becomes more integrated, and communication between teachers and students becomes smoother.

CONCLUSION The integration of ideological and political education into the heart failure teaching course significantly improves the students’ learning enthusiasm, classroom cooperation and thinking innovation, which enhances the learning efficiency of the students and the teaching level of the instructors and demonstrates the advantages of the ideological and political integration in the medical classroom.