A Comparative Study on the Curriculum System of Medical Humanities Education in Six Countries

This paper reviews the localized status and features of medical humanities curriculum system in three developed countries (the U.S., the U.K. and Japan), and two developing countries (India and Brazil), focusing on four key dimensions: educational philosophy, curriculum setting, discipline positioning, teaching form and evaluation mechanism. A comparative analysis is conducted with China's current practices to assess the status of localization in Chinese medical humanities education. The study identifies gaps between China and developed countries, as well as areas of convergence with developing nations. Based on China's national context and practical needs, the paper proposes targeted and feasible strategies to advance the localization of medical humanities education and explores the development of a model with distinctly Chinese characteristics.