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Badaczewski, A., Bauman, L. J., Blank, A. E., Dreyer, B., Abrams, M. A., Stein, R. E. K. et al. (2017). Relationship between Teach-Back and Patient-Centered Communication in Primary Care Pediatric Encounters. Patient Education and Counseling, 100, 1345-1352.
https://doi.org/10.1016/j.pec.2017.02.022

has been cited by the following article:

• TITLE: Reforming Pediatric Doctor-Patient Communication Education: A Theory-Driven Pedagogy and Policy Translation Study

  AUTHORS: Ning Wei, Peng Xu, Haomei Yang, Chuanzi Yang, Guangming Liu, Jiahui Chen

  KEYWORDS: SP and CBL Integration, Miller’s Clinical Competence Pyramid, New Medical Education Reform

  JOURNAL NAME: Creative Education, Vol.16 No.6, June 18, 2025

  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.