Objective To explore the impact of integrating enhanced “ideological and political elements” into video feedback methods for abdominal examination training. Methods Sixty graduate medical students undergoing clinical rotations in the Department of Gastroenterology at Beijing Hospital of Traditional Chinese Medicine from May 1， 2023， to January 31， 2024， were selected. The students were randomly divided into two groups， with 30 in the observation group and 30 in the control group. The control group received conventional teaching methods， while the observation group received additional training through video feedback sessions enriched with “ideological and political elements.” Both groups were trained for one month. The differences between the groups in terms of abdominal examination operation assessment， self-evaluation， and teacher evaluation were analyzed. Results The abdominal examination scores of the observation group were significantly higher than those of the control group （P<0.05）. In self-evaluation， the observation group showed higher scores in the standardization of abdominal examination， learning interest， self-learning ability， doctor-patient communication skills， and total score compared to the control group （P<0.05）. Teacher evaluations also indicated that the observation group outperformed the control group in terms of accuracy of examination techniques， fluency of examination process， active learning， doctor-patient communication skills， and total score （P<0.05）. Conclusion Integrating enhanced “ideological and political elements” into video feedback pedagogy improves the professional qualities of medical students and significantly enhances their abdominal examination skills.