Abstract: Objective　To explore the function mechanism of medical humanities course construction in medical humanities cognition.Methods　Based on the "input-environment-output (IEO)" model, the mediating model of curriculum construction on the cognition of medical humanities education was constructed.Results　The course construction had a significant positive effect on the cognition of medical humanities education(β=0.209); curriculum construction has a significant positive impact on teaching practice(β=0.427); teaching practice has a significant positive impact on the cognition of medical humanities education(β=0.400); teaching practice plays an intermediary role in the influence of course construction on the cognition of medical humanities education; teachers' teaching resources play a positive regulating role in the course construction and teaching practice(β=0.090).Conclusion　The development of medical humanities education needs to consider the construction and application of medical humanities curriculum. Only through curriculum reform, resource investment and practical teaching can the recognition of medical humanities education be effectively improved.

Key words: medical humanities education, curriculum construction, cognition, teaching practice, teachers' teaching resources