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Reforming Pediatric Doctor-Patient Communication Education: A Theory-Driven Pedagogy and Policy Translation Study
Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
Pediatric Emergency Department, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
Pediatric Emergency Department, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
- 1 Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
- 2 Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
- 3 Pediatric Emergency Department, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
- 4 Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
- 5 Pediatric Emergency Department, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
- 6 Department of Science, Education and Data Management, Guangzhou Women and Children’s Medical Center, Guangzhou Medical University, Guangzhou, China
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Abstract
Guided by Miller’s Clinical Competence Pyramid and aligned with China’s “New Medical Education” reform agenda, this study develops a pediatric doctor-patient communication training model integrating SP and CBL. Through theory-informed curriculum design (following the Knows → Knows how → Shows how → Does framework) and policy relevance evaluation, the experimental group demonstrated an 18.7% improvement in OSCE communication scores ( p = 0.002), with 83% of teaching components meeting requirements from “China’s Undergraduate Medical Education Standards-Clinical Medicine (2022)”. A tripartite policy proposal—“curriculum accreditation, faculty training, and medical insurance linkage”—is formulated to bridge pedagogical innovation and national health policy, providing evidence-based strategies for medical humanities education reform.
KeywordsSP and CBL IntegrationMiller’s Clinical Competence PyramidNew Medical Education Reform
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