Humanity Education In Medical Institutions Of Higher Learning

Humanity education has sprung up in the reform of higher education in China since the 1990s and great importance has accordingly been attached to strengthening the humanity education in medical institutions of higher learning. This study intends to construct a system of humanity education for medical institutions of higher learning by reflecting upon the cruxes or barriers in present-day educational theories, policies and practices, which will provide a new approach to the humanity education in medical institutions of higher learning in China.This dissertation falls into six parts. The first part introduces the objective, methods and characteristics of the study.The second part elaborates on the essence and significance of humanity education by first analyzing three representative ideas on humanity education, clarifying some misinterpretations, and then with Marxist theory of human nature as guidance, defining the essence of humanity education from the perspective of "human nature to human personality and on to humanism", and finally orienting the humanity education to "an all-round development of human beings, of institutions of higher learning and of the nation."The third part analyzes the present situation of humanity education by questionnaire survey conducted in four Chinese prestigious medical institutions of higher learning. The result indicates that the humanity education in medical institutions of higher learning in China has made little real progress over the past decade. Although medical students are eager to enhance their humane quality, it is still a far cry from what is expected.The fourth part makes a comparative study of medical humanity education between medical institutions of higher learning at home and abroad. The results suggest that medical institutions of higher learning should map out clear and feasible training objectives of humanity education, cultivate capable teaching staff, integrate medical humanities into medical curricula as well as develop core curricula of medical humanities, and optimize the teaching means and methods.The fifth part puts forward some concrete strategies for the humanity education in medical institutions of higher learning. (1)Biased concept should be shaken off, great importance should be attached to the humanity education in medical institutions of higher learning and various measures should be taken to ensure the fulfillment of humanity education. (2) Clear and feasible training objectives of humanity education should be set and thehumanity education should be integrated with professional education in medical institutions of higher learning. (3) A new system for humanity education in medical institutions of higher learning should be established, which is composed of five parts: a four-dimensional training model consisting of the in class, after class, campus cultural atmosphere and self-taught acquisition of humanity education; a curriculum system made up of common humanity curricula, medical humanity curricula and hidden curricula; a system of teaching methodology encompassing "self-realization", "imagination", "dialogue and discussion" and "experience and reflection"; a supporting system comprised of the development of disciplines and the cultivation of teaching staff, improvement of educational facilities, and creation of campus cultural atmosphere; and an instructional assessment system of teaching-learning process and effectiveness.The last part concludes and emphasizes that humanity education is a hope project, which needs joint efforts from society, families, institutions of learning and students themselves.