Objective To construct a curriculum system of general education and doctor-patient communication for oral emergency care and explore its clinical application effects.

Methods The resident physicians rotating in the Oral Emergency Department, Hospital of Stomatology, Guanghua School of Stomatology, Sun Yat-sen University, from June 2024 to August 2025 were retrospectively selected as the research subjects. Participants were assigned to an observation group (curriculum integrating general education with doctor-patient communication) or a control group (conventional communication curriculum) based on teaching modality. The SEGUE Framework (system for evaluating physician-grounded communication) scores and comprehensive practical competencies were assessed. Questionnaires were used to evaluate trainee satisfaction and teaching effectiveness.

Results A total of 138 participants were enrolled, with 69 in each of the two groups. Upon course completion, scores of all dimensions of the SEGUE scale were higher in the observation group than in the control group (P< 0.05). The work-process mastery rate (92.75% vs. 79.71%), dispute-handling proficiency rate (66.67% vs. 49.28%), and excellent-and-good rate for interdisciplinary communication and collaboration (92.75% vs. 76.81%) were also higher in the observation group (P< 0.05). The overall teaching satisfaction rate was 98.55% in the observation group, with 95.65% of trainees willing to take part in relevant further learning. In the control group, the overall satisfaction rate was 88.41%, and 78.26% of trainees reported willingness for further relevant learning. The observation group demonstrated significantly higher overall teaching satisfaction and willingness for further learning (P< 0.05). Trainees in the observation group also gave better ratings for improvement of doctor-patient communication skills (92.75% vs. 73.91%), promotion of professional learning (88.41% vs. 72.46%), and richness of teaching content (95.65% vs. 75.36%) (P< 0.05).

Conclusion Integrating general education into oral-emergency-oriented doctor-patient communication courses can effectively enhance residents' doctor-patient communication competence and comprehensive practical ability, and yield high trainee satisfaction. It provides a feasible reference for incorporating general education into the residency training system.

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