The first impression between doctors and patients is very important, and it often begins with mutual greetings. This is a question that students repeatedly emphasize. The intonation and voice are artistic, that is, close to the patient. For example, addressing "grandma and grandpa" is more intimate than "old lady and gentleman" and more attractive to patients' families. Undeniably, due to the impetuousness of individual doctors caused by the big environment, patients lack trust in medical staff, so doctors spend more time in contact with patients and listen to their voices, so that patients can feel that doctors care about their sufferings, which is very beneficial to close the relationship between doctors and patients. For example, our clinical work is busy, and many doctors often interrupt patients and ask questions when collecting medical history. Doctors are worried that patients will talk about things unrelated to their illness and delay time. On the surface, it saves time. However, doctors frequently interrupt patients, which will seriously interfere with the consistency of patients' description of the disease. Not only may doctors miss the collection of some important medical history details, but patients will also feel that doctors don't care about their feelings. A research report was published in the British Medical Journal to investigate how doctors interrupt patients' narratives. The study was conducted in the internal medicine clinic of a university affiliated hospital, including 335 patients. The results showed that it only took 92 seconds for patients to describe their illness, 78%(258 cases) completed it within 2 minutes, and only 7 cases lasted more than 5 minutes. It is reasonable to believe that even if the doctor is busy, in many cases, it is not necessary to save time by interrupting the patient, which is particularly important for establishing mutual trust between doctors and patients.

Second, doing a good job in physical examination and diagnosis requires solid basic skills.

The traditional teaching mode of single physical diagnosis and physical examination has gradually exposed many disadvantages, which can no longer meet the needs of medical education now. Nowadays, teaching methods are diversified, but medical ethics education for students is often neglected in basic teaching. This paper holds that caring for patients and setting an example play an important role in improving students' interest in learning and mastering basic skills. For example: epigastric pain, to rule out angina pectoris, but also auscultate the heart. However, in actual operation, we still have visual inspection, observing the front and rear chest walls to see if there is herpes. Herpes zoster can cause epigastric pain, which requires us to be cautious and patient with patients. Another example: patients with palpitations, in addition to auscultating the heart, should also take out the back of their hands and touch the patient's forehead with love, and may find that the patient has a fever, not the heart itself. Another example is the pain in the patient's left lower abdomen. When you have no positive signs by palpation, you should palpate the kidney area to see if there is any tingling, and then guide further auxiliary examination to determine whether there are urinary calculi. When you examine the patient skillfully with warm hands, it is the greatest comfort to the patient and wins the trust of the patient. Whenever talking about these clinical examples, students suddenly realize that only by further clarifying the excellent basic skills can they gain the trust of patients.

Third, a good doctor-patient relationship can do a good job in scientific research and teaching of physical diagnosis.

The teaching of physical diagnosis emphasizes the application of various teaching methods. In addition to traditional teaching methods, modern new concept teaching methods such as video teaching method, multimedia teaching method, standardized patient (SP) and virtual laboratory are adopted, but the importance of doctor-patient relationship in physical diagnosis is not paid enough attention. This paper holds that although there are no quantitative indicators to guide students, if teachers teach students the clinical experience, scientific research achievements and teaching feelings of zero-distance contact with patients in teaching, they will greatly improve students' learning interest and learning autonomy. For example, due to the complex pathogenesis of many diseases, it is difficult to find satisfactory laboratory markers to guide clinical practice. In-depth research shows that some clinical manifestations of the disease are representative and universal, and can be used for clinical diagnosis. For example, functional dyspepsia, a common clinical disease, consists of one or more symptoms: upper abdominal pain, burning sensation in the upper abdomen, postprandial fullness and early satiety. It is a persistent or recurrent chronic process with a course of more than half a year and persistent symptoms in the last three months, and the above symptoms cannot be alleviated after defecation. At the same time, in order not to miss the diagnosis of organic diseases, a set of "alarm symptoms and signs" is stipulated: over 45 years old, with recent indigestion symptoms; There are emaciation, anemia, melena, hematemesis, dysphagia, abdominal mass, jaundice and so on. This screening model based on symptoms and signs is simple and clear, and can be completed in consultation and basic examination. It is very necessary for clinical scientific research, which requires the patience and care of doctors and the close cooperation of patients. If there is no good doctor-patient relationship, it is difficult to imagine this diagnosis mode. Another example: physical diagnosis trainee, patients with typical signs are often those old patients, maybe we should invite them back to the hospital to teach. This tradition has continued in our teaching hospital to this day. In a word, physical diagnostics is an important part of the bridge discipline of diagnostics and a very important course in the transition from basic medicine to clinical medicine. With the rapid development of medical technology, the continuous application of various advanced technologies, and the continuous emergence and application of various advanced equipment in clinic, students' horizons are broader and their thinking is more agile, but the basic skills of ignoring physical diagnosis are also common. Many medical educators are exploring diversified teaching methods to arouse students' learning initiative and enthusiasm, and improve their learning interest and diagnostic thinking. Through years of teaching practice, this paper holds that the education of doctor-patient relationship runs through the teaching of physical diagnostics, emphasizes the examples of doctor-patient relationship, and integrates with various teaching methods, which greatly improves the teaching quality and is helpful to cultivate high-quality and comprehensive qualified medical talents.