Objective To explore the impact of incorporating anti-epidemic spirit and ideological education into the courses teaching of oral and maxillofacial medical imaging diagnostios on medical students’ professional identity, professionnl self-efficacy, and Trait coping styles. Methods A total of 86 undergraduate students majoring in oral medicine from the class of 2020 of Bengbu Medical University were selected and randomly divided into an observation group (n=43) and a control group (n=43). The control group received a conventional mixed online and offline teaching programme, while the observation group incorporated anti-epidemic spirit and ideological education content on the basis of the regular teaching programme. The main content of the course include: ①integrating anti-epidemic stories into the teaching content, case analyses and discussions; ②understanding the development history of medical imaging and scholars’ deeds to cultivate students’ patriotic consciousness and sense of professional identity; ③adopting the mode of course ideology and politics. After completion of the teaching, grades were assessed, and the professional identity, professional self-efficacy and trait coping styles of the medical students were evaluated before and after the teaching using the Professional Identity Scale (PIS), the General Self-Efficacy Scale (GSES) and the Trait Coping Style Questionnaire (TCSQ). Results ①The observation group’s theoretical assessment score and practical assessment score were both significantly higher than those of the control group (P<0.05). ②The observation group’s post-teaching scores in self-concept, autonomy, vocational stability, comparison and self-reflection, and social persuasion, as well as the total score of professional identity, were all significantly higher than those before teaching and in the control group (P<0.05). ③The observation group’s post-teaching scores in attitude and belief, problem-solving ability, vocational planning, professional identity, vocational value, vocational choice, and the total score of self-efficacy were all significantly higher than those before teaching and in the control group (P<0.05). ④The observation group’s postteaching positive coping score was significantly higher than before teaching and in the control group, while the negative coping score was significantly lower than before teaching and in the control group. The coping tendency score was also significantly higher than that of the control group (P<0.05). Conclusion Incorporating anti-epidemic spirit and ideological education into professional course teaching can improve medical students’ theoretical and practical learning outcomes, enhance their professional identity and professional self-efficacy, and promote positive coping abilities. This approach is of significant importance for cultivating qualified medical professionals.