Abstract:

 Objective　To examine the effects of integrating Chinese traditional culture into medical education on young medical students' learning motivation, professional identity, cultural literacy, and commitment to a medical career.Methods　A total of 52 undergraduate medical students majoring in clinical medicine of the grade 2022 from Fuxing Hospital, Capital Medical University (including 8 students from Hong Kong, Macao, Taiwan, and overseas) were stratified by sex and place of origin and randomly assigned to a no-intervention group, a passive learning group (micro-cards), an active learning group (group presentation), and a mixed-intervention group (n=13 each) for an 8-week intervention. A questionnaire was used to assess domains A, B, and D, and a 25-item knowledge test was used to assess domain C (0~25 points); the total score was calculated as A+B+C+D. Paired t-tests were used for intra-group comparisons, and one-way ANOVA of change scores (Δ=T2-T1) and 2×2 factorial ANOVA were used to evaluate inter-group effects.Results　No significant baseline differences were observed across the four groups in domains A-D before the intervention (P0.05). After the intervention, the mixed-intervention group showed the greatest improvement in total score (Δ=14.8±3.8 points), followed by the active learning group (Δ=10.1±3.2 points). The passive learning group mainly showed a significant improvement in domain C (Δ=4.00±2.00 points, P0.001).Conclusion　Chinese traditional culture–based education may improve young medical students' cultural literacy and profession-related psychological indicators in the short term. Active participation and micro-card learning may exert different functions in comprehensive improvement, which is worthy of further verification with larger sample sizes and longer follow-up periods.

Key words:

 Chinese traditional culture, medical education｜ curriculum-based ideological and political education｜ young medical students｜ professional identity｜ randomized controlled trial｜active learning｜ medical humanities