Health humanities: Lessons learnt in designing and implementing a curricular framework and student feedback through an interventional study

Background Medical humanities encompass an integrated and interdisciplinary approach that spans the literary arts, visual and performing arts, the history of medicine, and bioethics, among many others. Its purpose is to document and understand human encounters with illness, disability and medical procedures, aiming to cultivate empathy, compassion, and a broader perspective in doctors by emphasizing human interaction and creativity, leading to a more holistic view of healthcare. Methods We designed and introduced a 14-hour, choice-based coursework in the fields of literature, photography, painting, film studies, and dramatics to 150 medical undergraduate students during their 1st and 2nd professional years. A "Humanities Mahotsav" was celebrated as a culmination of the work done by the students at the end of the coursework followed by student feedback. Results We received encouraging feedback and majority of the students believed that medical colleges should provide a structured program to demonstrate their work in the field of arts and found the humanities coursework interesting. Most of the students were not in favor of assessment for humanities but perceived that the coursework makes them think more empathetically and help them become better doctors in future. Conclusion We believe that while the humanities too have to work within the parameters of medical education, it is imperative to explore and seek clarity on how to integrate the subject of humanities along with medical training process so that both 'medical' and 'humanities' find equal validity and weightage to actualize the true potential of the field.