Abstract: The value of medical humanities education in modern medical training has become increasingly recognized. Strong professional competence in this area not only facilities doctor-patient communication and patients′ satisfaction, but also improves treatment adherence and clinical outcomes. In the field of allergology, however, teaching has long been dominated by a “technical orientation with excessive emphasis on clinical procedures and technology but neglect patients′ psychological experiences and social challenges. This study explored an approach to systematically integrate medical humanities with doctors′ training in the field of allergy management. That education model proposed a four-dimensional teaching framework-covering communication, psychological support, ethical decision-making, and narrative reflection-supported by a three-pronged mechanism of faculty development, modularized curricula, and scenario-based practice. In addition, digital innovations such as virtual simulation and AI-empowered assessment methodology were introduced to enhance the measurability and sustainability of humanities training. This model provides a feasible pathway for innovation in allergology caurse and education so to strengthen the safety and outcomes of clinical performance

Key words: allergology, medical humanities education, doctor-patient communication, narrative medicine, ethical decision-making