Medical Education Management ›› 2026, Vol. 12 ›› Issue (3): 379-385.doi: 10.3969/j.issn.2096-045X.2026.03.015

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Influence of integrating excellent traditional Chinese culture into medical education on the professional identity of young medical students

  

  1. 1. Medical Affairs office, Fuxing Hospital, Capital Medical University, Beijing 100038, China; 2. Department of Traditional Chinese Medicine, Fuxing Hospital, Cepital Medical University, Beijing 100038, China
  • Received:2025-12-01 Revised:2026-03-24 Online:2026-06-20 Published:2026-07-13

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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