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.