To counteract the dehumanizing effects of medical reductionism and the documented decline in student empathy during the clinical years, this study analyzed the “Medicine, Society, Culture, and Art” curriculum at a single local medical school. This 16-week course for premedical freshmen used constructivist and experiential learning frameworks to foster visual literacy and tolerance for ambiguity, which are essential attributes for navigating the inherent uncertainties of clinical practice. The program was systematically organized into three progressive modules: medical identity and philosophy, field-based art education, and career design. A distinctive feature of this educational innovation was the strategic integration of regional cultural infrastructure, including the Wonju Philharmonic Orchestra and Museum SAN, which encouraged students to perceive their local community as a source of inspiration rather than merely as a site of study. These aesthetic interventions allowed students to practice careful observation and narrative reflection, moving beyond theoretical ethics toward an embodied understanding of human suffering and patient complexity. Despite substantial administrative challenges in coordinating rigid academic schedules with external cultural events, the initiative showed potential for mitigating burnout and strengthening professional bonds. Qualitative feedback indicated that participants developed a more nuanced perspective on the physician–patient relationship and a stronger sense of social responsibility. By bridging clinical science and the humanities, this model offers a robust and replicable framework for medical institutions seeking to cultivate compassionate, holistic physicians for modern healthcare.
Yon Chul Park (Tue,) studied this question.
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