Objective　To investigate the feasibility and practical value of the integration of humanistic concern into clinical problem-based learning (PBL) teaching. Methods　A total of 112 undergraduate medical interns in Department of Colorectal Surgery were enrolled and randomly divided into experimental group receiving PBL teaching integrated with humanistic concern and control group receiving PBL teaching alone. Theoretical examination

operation examination

and patient satisfaction survey were performed after practice training to evaluate the teaching effect of the two groups. GraphPad Prism 6 software was used for statistical analysis of data

and the t-test was used for comparison of continuous data between the two groups. Results　Compared with the control group

the experimental group had significantly higher scores of medical history collection (22.57±2.63 vs 20.87±3.08

t=3.124

P=0.002) and operation skills (31.42±2.89 vs 29.87±4.72

t=2.107

P=0.037)

but there were no significant differences between the two groups in the scores of theoretical examination (90.60±3.19 vs 90.52±3.38

t=0.129

P=0.898) and medical record writing (20.78±2.79 vs 20.65±3.51

t=0.215

P=0.830). Compared with the control group

the experimental group had a significantly higher degree of patient satisfaction with service attitude (3.94±1.07 vs 3.22±1.09

t=3.256

P=0.002)

trust (3.85±1.16 vs 3.22±1.05

t=2.759

P=0.007)

and communication skills (3.92±1.03 vs 3.16±1.03

t=3.652

P=0.000)

but there were no significant differences between the two groups in the scores of operating skills (3.60±1.09 vs 3.67±1.10

t=0.281

P =0.779) and arrangement of medical procedures (2.74±1.10 vs 3.02±1.02

t=1.312

P=0.193). Conclusion　The integration of humanistic concern into PBL teaching of anorectal surgery can improve students’ clinical operation ability and degree of patient satisfaction.