%0 Journal Article %T Reforming Pediatric Doctor-Patient Communication Education: A Theory-Driven Pedagogy and Policy Translation Study %A Ning Wei %A Peng Xu %A Haomei Yang %A Chuanzi Yang %A Guangming Liu %A Jiahui Chen %J Creative Education %P 786-792 %@ 2151-4771 %D 2025 %I Scientific Research Publishing %R 10.4236/ce.2025.166047 %X 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. %K SP and CBL Integration %K Miller’ %K s Clinical Competence Pyramid %K New Medical Education Reform %U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=143367