Objective: To evaluate the effectiveness of integrating medical dispute case analysis into doctor-patient communication training for undergraduate medical students. Methods: During the 2025 academic year, the Medical Humanities teaching team at Songjiang Hospital, Affiliated to Shanghai Jiao Tong University School of Medicine, redesigned the Doctor-Patient Communication course for undergraduates at Kangda College, Nanjing Medical University. The reform group (n=42, 2025 cohort) received instruction integrating medical dispute case analysis, while the traditional group (n=42, 2024 cohort) received conventional teaching. Outcomes were evaluated using satisfaction surveys, course experience questionnaires, regular assessments, final exams, and video-based analyses of classroom engagement. Results: Compared with the traditional group, the reform group demonstrated significantly higher rates of students reporting "very satisfied" with learning interest, teaching method evaluation, and perceived self-improvement (P<0.05 or P<0.01). The reform group also had a higher overall positive classroom experience rate [100.0% (210/210) vs. 97.1% (204/210), P<0.05], greater course attractiveness (97.6% vs. 92.8%, P<0.05), and significantly higher scores in both regular assessments and final examinations (P<0.01). Conclusion: Incorporating medical dispute case analysis into doctor-patient communication teaching may enhance educational outcomes for medical students. It provides a reference model for promoting high-quality medical teaching in China.