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Journal of Medical Education

Abstract

Background and purpose: Medical humanities courses for medical students were often scattered over the six years of schooling. The ideal curriculum must be linked across grades and even extend to the teaching hospital curriculum after graduation. Here we introduced an innovative teaching program designed to integrate medical humanity teaching objectives vertically and longitudinally. The primary purpose of this study was to evaluate the effectiveness of this innovative teaching plan, Methods: The program vertically integrated teaching objectives such as dealing with difficult patients, physician-patient relationships, prevention of medical disputes, and developing emotional resilience, into the current medical humanities courses. Furthermore, the program longitudinally covered the wide-span journeys of medical education from the second academic year (medical psychology) to fourth academic year (clinical medical general introduction), sixth year (psychiatric internship), and the postgraduate years of resident training. The study evaluated the effectiveness of the innovative teaching plan, mainly based on feedback from medical students. Results: The evaluation indicators showed that students' learning effectiveness and satisfaction after attending the new program were better than those of students before this integrated curriculum was implemented.

First Page

149

Last Page

159

DOI

10.6145/jme.202209_26(3).0002

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