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Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Problem-Based Learning: Future Challenges for Educational Practice and Research. Medical Education, 39, 732-741.
https://doi.org/10.1111/j.1365-2929.2005.02205.x

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.