The Role and Direction of Medical Humanities in Integrated 6-Year Medical Education

This study examines the role and direction of medical humanities education within the newly introduced integrated 6-year medical education system, emphasizing its significance from a humanities perspective. The system represents a paradigm shift, as it embeds medical humanities as a core component rather than treating it as an optional subject. The paper argues that medical humanities is essential for fostering deep understanding and reflection on humanity during the process of becoming a physician. Medical humanities education not only enhances learning competencies but also instils intrinsic values, recognizing medicine as fundamentally oriented toward humanity. The study advocates for spiral curricula and integrative approaches, referencing models such as the Fundamental Role of the Arts and Humanities in Medical Education by Association of American Medical Colleges, which incorporates arts and humanities. However, it also emphasizes the need for a distinct direction tailored to Korea’s sociocultural context, moving beyond the universality of biomedicine. The concept of “negative capability” is highlighted as a vital skill developed through medical humanities, enabling physicians to navigate uncertainty and ambiguity—skills essential for patient-centered care in complex clinical environments. The paper suggests responding to the challenges posed by artificial intelligence by strengthening field-based education, adopting process-oriented assessments, and promoting digital literacy. In conclusion, “medical humanities” plays a crucial role in integrated 6-year medical education by equipping future physicians with empathy, humanity, and wisdom to manage uncertainty, alongside their scientific knowledge. This approach ensures that physicians retain their humanity throughout their professional journey, recognizing medicine’s dual scientific and humanistic dimensions.