Medical Humanities in medical education: theoretical frameworks and research practice

Medical Humanities (MH) represents an interdisciplinary field that integrates humanistic disciplines into medical education and practice, aiming to promote a more holistic, patient-centred, and reflective approach to care. This doctoral thesis explores the theoretical foundations of Medical and Health Humanities and investigates their application within undergraduate medical education through an empirical research project conducted at the University of L’Aquila. The first part of the work analyses the historical development and conceptual evolution of Medical Humanities, and recent critical and translational perspectives. The analysis highlights the role of MH in challenging the biomedical paradigm and fostering epistemological pluralism, ethical awareness, and attention to the subjective experience of illness and care. The second part presents the design, implementation, and evaluation of an Integrated Course on Medical Humanities (ICoMH), consisting of three elective modules: Visual Thinking Strategies for the Clinical Eye, Narrative Medicine for the personalisation of care, and Reflective Practices for Self-care. A multi-phase, mixed-methods research project was developed to investigate students’ motivations for attending MH courses, their perceptions and satisfaction, and the impact of the courses on specific skills and psychological wellbeing. Quantitative and qualitative data were collected from medical students in their third to sixth years using validated psychometric instruments, academic performance indicators, and ad-hoc questionnaires. Results indicate that students’ choices to attend MH courses are primarily driven by intrinsic interest and curiosity, while structural barriers such as time constraints limit participation. Students interested in MH courses seem to have a peculiar profile, as they show different academic behaviour, when compared to their peers. The findings suggest that MH courses are positively perceived by students, who find them useful for their personal and professional growth. VTS courses showed a positive impact on students’ performance, with improvements in transversal skills, including observation and critical thinking, as well as in relevant dimensions of students’ wellbeing. Overall, this thesis supports the educational value of Medical Humanities in medical training and underscores the importance of integrating humanities-based approaches into medical curricula to promote professional competence, personal development, and sustainable healthcare practice.