了解临床医学生对神经病学课程思政的知晓和接受现状，分析影响因素并提出改进建议。

于2022年4月和7月，选取北京大学医学部2020级临床医学八年制55名本科医学生为研究对象，分别在神经病学课程的课前和课后，通过问卷调查了解其对课程思政的了解和接受情况。采用非参数检验比较课程前后了解和接受情况的差异。

相比于课前，医学生在课后对课程思政的了解程度有所提高，但差异无统计学意义（P>0.05）；认可“参与挖掘课程思政元素的必要性”的频率显著提高，差异具有统计学意义（χ²=11.553, P=0.009），其中认为“很有必要”和“有必要”分别从课前的0和31.48%（17/54）提升到课后的7.27%（4/55）和50.91%（28/55）。课后的总体满意度（非常满意+满意）为92.73%（51/55）。课后的改进意见主要集中在“理论联系实际，解答学生关注的重点热点问题”。

医学生对课程思政的知晓度仍较低，接受神经科学课程思政教育后对其接受度有显著提升，总体满意度较高，并提出了改进意见。建议进一步完善课程思政的教育体系，基于学生的学习和发展的需求，持续改进课程思政教育的方法和效果。

To understand the current awareness and acceptance of ideological and political education in neurology courses among undergraduate medical students and to analyze influencing factors, and propose improvement suggestions.

In April and July 2022, 55 undergraduate medical students from the Clinical Medicine Department of the School of Basic Medicine, Peking University, were selected as the research subjects. They were surveyed through questionnaires before and after the ideological and political education course in neurology to understand their understanding and acceptance of the course. Non-parametric tests were used to compare the differences in understanding and acceptance before and after the course.

Compared to before class, the understanding of ideological and political education courses among medical students after class improved but not significantly (P>0.05). The frequency of recognizing the necessity of participating in the exploration of ideological and political education courses elements increased significantly (χ²=11.553, P=0.009), with "very necessary" and "necessary" from 0 and 31.48% (17/54) before the course to 7.27% (4/55) and 50.91% (28/55) after the course, respectively. The overall satisfaction (Very satisfied + Satisfied) after class was 92.73% (51/54). The suggestions for improvement after class mainly focused on "integrating theory with practice, answering key and hot issues that students are concerned about".

Medical students' awareness of ideological and political education courses was still relatively low. After receiving ideological and political education in neuroscience courses, their acceptance had significantly improved, and their overall satisfaction was high. Suggestions for improvement have been proposed. It is recommended to further enhance the education system of ideological and political education courses, based on the learning and development needs of students, and continuously improve the methods and effects of ideological and political education courses.