医患沟通能力已成为医学生临床实践的核心素养之一，尤其在妇产科这类涉及隐私、伦理敏感性强的科室，有效的沟通对诊疗效果和医患信任至关重要。然而，我国医学教育中仍存在课程设计碎片化、实践训练不足、应急处置能力薄弱，这些问题在妇产科临床实践教学中尤为突出，亟待解决。本文通过对基于问题的学习（PBL）、教师标准化病人（TSP）、计划-执行-检查-处理-循环教学法（PDCA）和叙事医学等主流教学方法的优缺点分析，揭示出现行教学模式存在能力培养碎片化、阶段割裂和学科壁垒三大结构性矛盾。基于此，提出“全程化+学科融合”的创新课程体系：在时间维度实施贯穿本科教育的阶梯式训练，从低年级模拟问诊到高年级真实诊疗；在空间维度整合传统文化、心理学、伦理学、法学等多学科知识，构建涵盖医学技术、人文关怀和伦理决策的复合型培养框架。该体系通过时空双轴联动，既克服传统教学的片段性缺陷，又避免单一方法的机械性风险，为培养兼具专业技能与人文素养的新型妇产科医师提供系统性解决方案。

Doctor-patient communication skills have become one of the core competencies in medical students' clinical practice, particularly in departments like obstetrics and gynecology, where privacy and ethical sensitivities are prominent. Effective communication is crucial for treatment outcomes and doctor-patient trust. However, in China's medical education, fragmented curriculum design, insufficient practical training, and weak emergency response capabilities remain significant issues. These issues are particularly pronounced in obstetric and gynecological training and require urgent solutions. By analyzing the strengths and weaknesses of mainstream teaching methods such as PBL, TSP, PDCA, and narrative medicine, this study reveals three structural contradictions in the current teaching model: fragmented competency cultivation, segmented stages, and disciplinary barriers. Based on this finding, we propose an innovative integrated and discipline-blended curriculum system. The framework is structured along two dimensions: temporally, it adopts a stepwise training approach that progresses from simulated consultations in the early undergraduate years to supervised clinical practice in the senior years; spatially, it integrates multidisciplinary knowledge from from fields such as traditional culture, psychology, ethics, and jurisprudence, thereby constructing a comprehensive framework encompassing medical technology, humanistic care, and ethical decision-making. This system, through its dual-axis (temporal and spatial) linkage, overcomes the fragmentation inherent in traditional teaching while mitigating the rigidity of single-approach training. It provides a systematic solution for cultivating new obstetricians and gynecologists with both professional skills and humanistic qualities.