Exploration on the teaching model of the “doctor-patient communication” course for traditional Chinese medicine majors： a case study of Shaanxi University of Chinese Medicine
10.12026/j.issn.1001-8565.2026.09.19
- VernacularTitle:中医学专业“医患沟通”课程教学模式探究
- Author:
Yuan ZHANG
1
;
Jing OUYANG
1
;
Yu WANG
2
Author Information
1. School of Humanities and Management， Shaanxi University of Chinese Medicine， Xi’an 712046， China
2. Medical Scientific Research and Experimental Center， Shaanxi University of Chinese Medicine， Xi’an 712046， China
- Publication Type:Journal Article
- Keywords:
traditional Chinese medicine;
doctor-patient communication;
teaching model;
medical humanities
- From:
Chinese Medical Ethics
2026;39(9):1272-1278
- CountryChina
- Language:Chinese
-
Abstract:
Against the backdrop of the transformation of the medical model towards the “bio-psycho-social” comprehensive model， strengthening the cultivation of doctor-patient communication capabilities among medical students has become an urgent task for medical education reform. Based on teaching model theory， this paper systematically analyzed specific problems existing in the “doctor-patient communication” course in terms of course positioning， the integration degree of teaching content， the scientific nature of evaluation methods， and the disconnection between students’ cognition and practice. Closely combining the humanistic concepts such as “a master physician must have superb skill and sincerity” and “medicine is a benevolent art” in traditional Chinese medicine （TCM） as well as its diagnosis and treatment characteristics， this paper also constructed a “doctor-patient communication” course teaching model suitable for undergraduate students majoring in TCM from eight dimensions， encompassing course objectives， course types， course arrangement， course instructors， teaching environment， course content， teaching methods， and teaching evaluation. Through teaching practice and questionnaire surveys， it verified the rationality， feasibility， and effectiveness of this model in improving students’ doctor-patient communication capabilities， as well as in enhancing their professional identity and humanistic literacy， aiming to provide theoretical support and practical suggestions for improving the teaching quality of the course.
