A New Way of Teaching Humanities in Medical School: Critical Medical Humanities.

PURPOSE

This study investigates medical students' experiences with a pre-clerkship critical medical humanities (CMH) curriculum that emphasized power, privilege, and inequities in healthcare.

METHODS

Twenty-six third-year medical students at a semi-rural US medical school were interviewed in Fall-Winter 2023. Semi-structured interviews explored students' reflections on the curriculum's impact, and narrative analysis was used to identify key themes. Validation strategies included reflexivity, triangulation, and analysis of disconfirming cases.

RESULTS

The results revealed 4 themes. First, students valued humanities learning but noted limitations of the classroom setting. Second, the facilitated self-reflection uncovered implicit biases and encouraged critical perspectives on medical knowledge. Third, despite a belief that the humanities were important for future practice, participants deprioritized them in favor of science courses. Finally, learning about diversity and equity concepts was perceived to be limited in racially homogenous groups.

CONCLUSION

The CMH curriculum encouraged critical thinking and cultural humility, though its full impact was constrained by systemic and cultural tensions in medical education prioritizing scientific knowledge. Embedding health humanities learning into clinical contexts and providing faculty development to address diversity and equity challenges may enhance curricular outcomes. Institutional support and national guidance are needed to align health humanities curricula with broader educational goals.