Student perceptions of a tutorial-based model for early clinical-humanities integration: a cross-sectional study

The integration of clinical skills and humanistic literacy is a paramount objective in modern medical education. This study evaluates a novel tutorial-based model designed to promote early clinical-humanities integration for first-year medical students.

A cross-sectional study was conducted at Zhejiang University School of Medicine. A self-reported questionnaire was administered to first-year medical students enrolled in the "Whole Life Cycle Health I" course (N = 275). The questionnaire assessed their adaptation to this model, learning interest, perceived promotion of clinical-humanities integration, module effectiveness, and self-rated competency improvement.

Most students reported good adaptation (90.9%) and increased learning interest (88.0%). Although adaptation levels were comparable between genders, male students expressed significantly stronger agreement regarding enhanced interest and the model's effectiveness in fostering integration (p < 0.05). Key practical modules-including "Simulated Outpatient Role-Playing," "AI-Powered Science Video Production," and "Postpartum Home Visits"-were rated as highly effective. Students reported substantial improvement in patient communication (87.3%) and teamwork (85.1%), despite challenges like time constraints and task integration difficulties.

The tutorial-based model is perceived by students as a feasible, promising, and well-received strategy for early clinical-humanities integration, demonstrating significant potential for broader implementation in medical education reform.