Research And Assessment On Medical Humanities Curriculum Of The Five-year Clinical Medicine Major

Objective1. To study current situation of medical humanities curriculum in clinical medicalmajor between medical schools at home and abroad.2. To assess the rationality and effectiveness of medical humanities curriculum inmedical schools.MethodsIn this paper, the research methods involve literature review, comparative study,questionnaire investigations and theoretical study. Organize and analyze theinformation from mass monographs, journal articles and Internet resources,attempting to totally understand the study status of medical humanities curriculumand assessment. Gather the resources of medical humanities curriculum in clinicalmedical major between medical schools at home and abroad, contrast those resourcesof medical schools in different levels to find out similarities and differences. Based onthe early research results, questionnaires, including the attitude to medical humanityeducation, cognition to elective courses and education satisfaction, are used to assessthe rationality and effectiveness of medical humanities curriculum, which aim atinvestigating undergraduates and doctors, and then analyzing the data obtained withstatistical methods. Finally analyze the exist problems of medical humanitiescurriculum in domestic, carry out theoretical research combined with advancedexperiences and our conditions to provide targeted suggestions for curriculum reform.ResultsCurrently, contrasting medical humanities curriculum in foreign medical schools,there’re some problems of training objective, course arrangement, course content,teaching and evaluation ways in domestic. Firstly, no clear or unified requirementsare put forward. Secondly, courses are arranged at random, and the class accounts for low proportions of the total teaching hours. Third, it’s lack of relevance, sustainability,practicality with course contents. Last, most use the traditional teaching methods,which are monotonous and boring.The results of the survey are the following points. First, supporting ideologicallyfor medical humanity education and curriculum arrangement, both undergraduatesand doctors think that good humanistic quality would make a big difference on theircareer. But both of them are the opposite in practice, which means there’re manyobstacles in the education. Second, the students have low awareness of medicalhumanistic knowledge, and there are differences among different humanisticdisciplines, which curriculum have strong applicability students prefer to. Third,there’re different ideas on curriculum interest and necessity between students anddoctors. Students are more interested in traditional humanities courses, and they thinkclasses of professional introduction and clinical practice are more essential. Doctorstend to those helpful for their clinical work. Last, every average of satisfaction ofhumanity education in overall and dimensions are low and no differences.ConclusionsCurrently, there’re still some problems in medical humanities curriculum indomestic, such as the low recognition and satisfaction of medical humanitiescurriculum, the students’ weak humanistic foundation, unclear training goals, coursesat random, single teaching and evaluation methods, etc. Therefore, according to theneeds of students and doctors for medical humanities curriculum, the countermeasureare the following ones: further clear medical humanity education’s objective, buildthe rational and effective medical humanities curriculum system, change singleteaching and evaluation methods, and strengthen the hidden curriculum.