Guangbin Chen: Department of Hepatobiliary Surgery, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Mingliang Xu: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Qi Wang: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Chunyan Xu: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Yiwen Wang: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Tingting Wu: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Yifen Ma: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Linglong Peng: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
Xuelei Ji: Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
This narrative review assesses the effectiveness of hand gesture analogy teaching in clinical medical education, addressing the growing demand for innovative pedagogical strategies. Through a comprehensive analysis of existing literature, it evaluates the theoretical foundations, implementation strategies, and practical applications of this method across various domains of medical education. Hand gesture analogy teaching significantly enhances student learning by improving engagement, spatial reasoning, and procedural knowledge retention more effectively than conventional instructional methods. The integration of modern educational technologies and standardized implementation frameworks further amplifies its effectiveness. Despite challenges in standardization and faculty development, this method shows promising potential for transforming medical education by bridging the gap between theoretical knowledge and clinical practice. Evidence-based recommendations are provided for incorporating hand gesture analogy teaching into clinical training programs, supporting its adoption as an innovative pedagogical tool in contemporary medical education.
