Objective To explore the application value of integrating curriculum ideology and politics with problem-based learning (PBL) teaching model in the teaching of “Ultrasound Diagnosis”. Methods 90 undergraduate medical students were randomly assigned to a control group (conventional PBL) or an experimental group (PBL combined with curriculum ideology and politics) with 45 participants in each group. Both groups completed identical modules on the same ultrasound simulation platform. Learning outcomes were assessed using the Objective Structured Clinical Examination (OSCE) and the Objective Structured Assessment of Technical Skills (OSATS) scales, and learning trajectory data were automatically recorded by the system. Post-course evaluations were made and compared including theoretical knowledge, practical skills, communication ability, course satisfaction, and professional value recognition. Longitudinal data were analyzed using a linear mixed-effects model (LMM) to evaluate the interaction between group and time effects. Results The experimental group outperformed the control group in theoretical knowledge, practical skills, communication ability, and course satisfaction (all P<0.05). Recognition of professional values was also significantly higher in the experimental group (P<0.05). The experimental group demonstrated significantly higher average scores than the control group across all dimensions, including probe positioning, image acquisition, and diagnostic interpretation (all P<0.05). Conclusion Curriculum ideology and politics combined with PBL, supported by objective assessment tools and simulation-based learning trajectory data, effectively enhances students’ knowledge acquisition, technical proficiency, communication skills, and value cultivation. This blended teaching model demonstrates strong potential for broader application and implementation in medical education.