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This study aims to analyse pre-medical students' usual perceptions of medical humanities and the change in their perceptions of medical humanities after completing a newly introduced seven-week medical humanities course using self-reflective essays. A total of 45 students were enrolled in the Medical Humanities course and all of them submitted a reflective essay. Data analysis was conducted using Colaizzi's descriptive phenomenological methodology. A total of 150 unique significant statements were extracted. These statements generated 13 formulated meanings that were categorized into seven theme clusters and three theme categories. Main themes were: (1) expectations and worries (unimportant didactic classes, worried because I do not know anything, expectations despite not knowing anything) (2) understanding patients and doctors (understanding patients, understanding professionalism), (3) class engagement and communication (how to communicate, active class participation). At the beginning, the students were unfamiliar and vague about the study of medical humanities in medical schools, but after the training, they had a better understanding of patients and doctors and learned the importance of communication For successful medical humanities education, medical schools need to introduce a variety of content and learning methods.
Su Jin Chae (Tue,) studied this question.