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.
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