Objective To investigate the application of the "integration of four dimensions (mainline teaching-online course-medical case-mind map) " teaching mode in the undergraduate compulsory teaching course "Healthcare-associated Infection Control", and provide reference for further improving the design of undergraduate compulsory course on infection control. Methods A questionnaire survey on undergraduate students’ satisfaction for compulsory course "Healthcare-associated Infection Control" was conducted using KANO model. A total of 4 dimensions and 21 quality indicators were set up. KANO attribute classification, satisfaction degree, and importance coefficients etc. were analyzed, and curriculum design was optimized. Results The overall questionnaire reliability Cronbach’s ɑ coefficient was 0.915, and the validity analysis Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy value was 0.867. Among the 21 quality indicators, 12 were charismatic attributes, which accounted for the largest proportion (57.14%) of the total indicators. Most quality indicators received high student satisfaction ratings. The indicators with the highest satisfaction coefficients were "playing teaching videos in class" (4.73), along with "integrating typical healthcare-associated infection cases into the curriculum for relevant teaching" "maintaining a relaxed and pleasant teaching atmosphere", and "humorous and witty teaching style of the teacher" (all scoring 4.71). Four important but currently with low satisfaction indicators were "combining course content with utilitarian exam preparation" "adopting a completely offline teaching format" "adopting relatively strict assessment methods", and "reflecting differentiation based on difficulty coefficient in final assessment". Conclusion This course has achieved certain efficacy in undergraduate compulsory education, but there is still room for improvement in the setting of curriculum assessment methods. In the future, the course system should be integrated, the assessment mode of combining theory and practice should be optimized, and course improvement and innovation should be promoted.