In recent years， enhanced recovery after surgery （ERAS） has been widely used in clinical practice， aiming to optimize perioperative management measures through evidence-based medicine and reduce the physical and mental trauma， stress reactions， and complications of surgical patients through multidisciplinary collaboration. This paper examined the clinical practice of ERAS from the perspective of medical humanities， reviewed its development and characteristics， and first pointed out that the concept of “minimal harm” laid the medical humanities foundation for ERAS. However， the concept of “minimum harm” faced ethical and realistic challenges in practice， such as differentiated cognition between benefits and non-harm， the tension between generalization and personalization， and the gap between rehabilitation continuity and family care. This paper led into the caregiving perspective of social sciences， proposed “optimal care” as a supplement to the medical humanities concept of ERAS， and introduced its connotation and practice. The combination of “minimal harm” and “optimal care” can provide theoretical guidance for medical humanistic care in ERAS and innovate the practical path of medical humanities into clinical practice.

Aiming at the current situation of insufficient integration of medical humanities teaching and clinical practice， as well as the need for further research and improvement in the teaching system， guided by the concept of medicine and humanistic literacy integration advocated by the new medical science， this paper deeply discussed the construction of clinical medical humanities teaching system from four aspects， including the selection of clinical medical humanities teachers and team building； the teaching path that combines theoretical education， narrative medicine， and clinical skill training infused with medical humanities content； curriculum ideological and political construction with the goal of establishing the core concept and value orientation of “patient-centered”； the teaching assessment and evaluation method characterized by formative evaluation. The clinical medical humanities teaching system emphasizes the practicality， experiential， and emotional aspects of medical humanities teaching， deeply integrating medical humanities with clinical practice teaching content throughout the clinical internship period of medical education， with a view to enhancing the humanistic practice ability and literacy of medical students.