With the reform of the medical system and the increase in patients' requirements for life and health, people’s reliance on and acceptance of information regarding health and medicine in the Internet age have become increasingly greater, and the awareness of the need to protect patients’ rights has gradually increased. As a medical worker, clinical teaching is an important transitional stage from students to physicians. Medical students also face more problems in the initial stage of clinical teaching [6, 7]. Therefore, adding a more humanistic quality to clinical education in dermatology has considerable prospects for application and exploration value.
Patients’ privacy is violated in varying degrees during the treatment process in the clinical diagnosis and treatment of dermatological diseases. It is common for patients to be unwilling to cooperate with students for consultation and examination. There have been many embarrassing situations. The collection of patient history and dermatological examinations are both tedious and important in clinical teaching. In clinical teaching, it is not only necessary to guide patients to reveal their medical history regarding dermatology-related diseases but also to strengthen students’ communication skills and promote the formation of students' clinical thinking and operational skills. Moreover, it is necessary for teachers to assess students’ learning outcomes.
In this study, the experimental group's medical history collection skills, consultation skills, physical examination skills, and medical history writing skill scores were significantly higher than that of the control group. The indicators related to the quality of humanities education were all significantly higher for the interns in the experimental group than for those in the control group.
The integration of humanistic quality education into early practical teaching can prevent certain problems to some extent, and it can significantly facilitate the acquisition of clinical skills. In clinical teaching, the humanistic spirit and teaching skills of dermatology teachers should be improved. In the collection of medical history, teachers and students should have a more comprehensive control over the content of consultation and the scope to dig into the relevant content of dermatology teaching. Therefore, the humanistic spirit is reflected in each part of this process, and the clinical-related skills of dermatology and patient communication are introduced and discussed in detail. In this process, teachers also need to provide examples for others with both precepts and deeds so that students receive a good humanistic education. It is necessary to adhere to the patient-centered approach and comprehensively understand medicine, ethics, sociology, and laws and regulations relevant to the patient’s condition. In addition, humanistic ideas in textbooks should be promoted, and the senior students in the medical field should be guided to study them. The spirit of questioning and the quality of dedication, which we all saw when many medical workers either rushed to the front lines of the pandemic or remained at their posts during COVID-19 outbreaks [8]—this collective medical ethics atmosphere formed by individual connections is particularly important. In particular, the sacrifices doctors made during the COVID-19 pandemic have had a direct and strong influence on the values of young medical students, setting a good example for them.
In the clinical teaching of dermatology, it is necessary to closely integrate humanistic quality education to promote student communication and improve student communication skills. Clinical medicine, as a professional and communication discipline, requires not only a solid foundation of medical knowledge but also a humanistic spirit, strong training, and good communication skills to establish doctor-patient communication. New doctors can easily guide patients to a detailed and accurate understanding of their own condition if they can combine psychology and communication. In the clinical teaching of interns, students now have many opportunities to express their views and opinions, optimize the quality of communication, and obtain a comprehensive understanding of patients’ needs; moreover, cultural education can be integrated into the program to improve students’ communication and interpersonal skills. Finally, the effect of medical humanities education must be evaluated from multiple perspectives while emphasizing the need to pay attention to the diversification of evaluation subjects.
Combining humanistic quality education in the clinical teaching of dermatology can reduce the incidence of medical disputes. With the increase in people's healthcare needs and awareness, there have been an increasing number of doctor-patient disputes in the medical industry, and these have had a negative impact on social stability and a certain negative effect on the medical order and the international reputation of the medical community [9]. This is also related to the need to improve the education of the public. There are a large number of clinical experimental results that show that non-technical doctor-patient communication is very important to this process [10]. The practice of treating patients without taking their mental state into account still exists. As the epitaph of the medical master Trudeau states: "To Cure Sometimes, to Relieve Often, to Comfort Always," providing patients with humanistic care during diagnosis and treatment has become important in a teaching content. Through the improvement of any details in clinical diagnosis and treatment, patients can receive better attention and care than before. In the clinical process, doctors must uphold the patient-oriented service idea of considering and solving problems from the patients’ perspective, thereby reducing the occurrence of medical disputes. The doctors must lay a good foundation for the creation of a harmonious society. In the guidance of humanistic quality education, they should not only help patients overcome the disease but also adjust their emotional state. Doctors must ensure that the patient feels understood, respected, and cared for during the diagnosis and treatment process, and they must strive to improve the humanized service.