This study examines the relationship between medical humanities education and empathy among Chinese medical students using a mixed-methods design. Quantitative data were collected through a survey of 500 undergraduate medical students from five medical institutions, while qualitative data were obtained from semi-structured interviews with students, faculty members, and administrators. The findings show that medical humanities exposure is positively associated with empathy, although the strength of this relationship is influenced by curriculum design, teaching methods, assessment practices, and institutional support. The qualitative results further reveal that fragmented curricula, limited longitudinal integration, and insufficient faculty resources constrain the effectiveness of medical humanities education. Overall, the study highlights the importance of coherent, well-supported, and contextually relevant medical humanities education in fostering empathy among future physicians in China.
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