Construction and practice of a medical-humanities integrated curriculum: a case study of the " Melody of Genes" course
10.3760/cma.j.cn116021-20230503-02087
- VernacularTitle:医文交叉课程建设与实践：以“基因的旋律”课程为例
- Author:
Yan CUI
1
;
Zi YE
;
Keliang XIE
Author Information
1. 天津医科大学基础医学院病原生物学系，天津 300070
- Publication Type:Journal Article
- Keywords:
Undergraduate teaching;
Interdisciplinary;
Course construction;
Medical humanistic education
- From:
Chinese Journal of Medical Education Research
2025;24(9):1230-1235
- CountryChina
- Language:Chinese
-
Abstract:
The course " Melody of Genes", jointly constructed by teachers from the medical and humanities and art disciplines, aims to help medical students to acquire a deep understanding of the inseparable relationship between medicine and humanities and art and improve their philosophical literacy and humanistic care spirit. Since its implementation in 2022, a total of 116 students have been enrolled over three sessions. For this course, a student-centered design is employed, an online platform is established, and multiple teaching methods (instructional videos, classroom discussions, instructor summaries, and post-class expansion with online resources) are integrated. The course assessment primarily consists of classroom discussions and students' final reports on self-selected topics, supplemented by student feedback summaries and questionnaires. According to a total of 109 valid questionnaires, through the study of this course, 101 (92.66%) students thought that it was helpful to improve humanistic and philosophical literacy, 91 (83.49%) students thought that their self-learning and critical thinking abilities were improved, and 92 (84.40%) students believed that the course enhanced their empathy for patients and professional identity as doctors. This study provides a reference for the construction and practice of interdisciplinary medical-humanities curricula under the context of new medical education.
