Cultivation paths of prosocial behavioral tendency in medical humanities education： an integrated study based on reflective writing
10.12026/j.issn.1001-8565.2026.06.19
- VernacularTitle:医学人文教育中亲社会行为倾向的培养路径：基于反思性写作的整合研究
- Author:
Linya JIN
1
;
Yeran LIU
2
;
Mei YIN
1
Author Information
1. School of Humanities and Social Sciences， Harbin Medical University， Harbin 150010， China
2. Student Affairs Office， The First Affiliated Hospital of Harbin Medical University， Harbin 150010， China
- Publication Type:Journal Article
- Keywords:
prosocial behavioral tendency;
reflective writing;
medical humanities education
- From:
Chinese Medical Ethics
2026;39(6):834-841
- CountryChina
- Language:Chinese
-
Abstract:
In response to the dilemma of professional burnout caused by the “altruism paradox” in traditional medical humanities education， this paper explored cultivation paths of prosocial behavioral tendency among medical students based on reflective writing. Adopting a mixed-methods research approach， this study verified the intervention effect of structured reflective writing on prosocial behavioral tendency through randomized controlled trials and qualitative textual analysis. The results demonstrated that the score of prosocial behavioral tendency in the experimental group （0.590±0.498） was significantly higher than that in the control group （0.357±0.485， χ²=4.393， P=0.036）. Qualitative analysis extracted five core themes such as “prosocial cognition” and “empathy deepening” and “dilemma coping.” It revealed that reflective writing， through three mechanisms of narrative reconstruction， situational deconstruction， and empathy mapping， activated the needs for autonomy， competence， and belongingness in self-determination theory， thereby driving medical students to shift from a technical operation-oriented model to a “patient-centered” model. This study preliminarily confirmed that reflective writing was a feasible attempt to alleviate the dilemma of “separation of knowledge and practice” in medical humanities， providing theoretical and practical references for the practice of medical humanities education.
