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Background <p>Modern medical education is transforming from a biomedical focus toward a holistic, patient-centered paradigm that values medical humanistic qualities, such as empathy, communication skills and reflective capacity, as the core elements of professional identity. Within this transformation, arts-based therapeutic training such as music therapy has emerged as an effective modality that not only provides technical training but also cultivates humanistic qualities in future physicians. However, music therapy remains underrepresented in medical curricula, and there is a lack of exploration and analysis of its role in cultivating medical humanistic qualities. Therefore, this study introduces an experiential music therapy elective course grounded in Kolb’s Experiential Learning Theory (ELT) and explores how it contributes to the cultivation of medical humanistic competencies.</p> Methods <p>A qualitative research design was employed to examine students’ experiences and perceived outcomes of an ELT-based music therapy elective course at a medical university in Fujian province, China. 21 students who completed the course participated in semi-structured interviews. Interviews were transcribed verbatim and analyzed using thematic analysis.</p> Results <p>Thematic analysis, structured around ELT, revealed a transformation in participants’ humanistic and professional development. Through Concrete Experience, participants overcame initial uncertainty and misunderstanding, developing positive attitude toward music therapy regardless of prior musical background. In the Reflective Observation, experiential engagement cultivated emotional regulation, interpersonal communication, and collaboration, which in turn developed self-awareness and empathy. During Abstract Conceptualization, participants reconceptualized clinical skills and patient healthcare through a holistic, patient-centered perspective, recognizing the therapeutic and integrative potential of music therapy in healthcare. Finally, Active Experimentation prompted participants to apply their learning in simulated practice, envision interdisciplinary collaboration, and reaffirm a humanistic orientation toward future medical care, including compassionate patient relationships, self-awareness, and support for colleagues.</p> Conclusion <p>The ELT-based music therapy curriculum effectively cultivates medical students’ humanistic competencies supporting the development of patient-centered, humanistically grounded medical professionals.</p> Clinical trial number <p>Not applicable.</p>

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Experiential music therapy in cultivating medial humanistic qualities for medical education: a qualitative analysis based on experiential learning theory

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月27日

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  • Yanlin Wang,
  • Yichen Fu,
  • Linxin Chen,
  • Yuhang Yuan,
  • Sitong Huang,
  • Chenxi Tang,
  • Longze Zhang,
  • Xinmin Gao,
  • Jia Huang

摘要

Background

Modern medical education is transforming from a biomedical focus toward a holistic, patient-centered paradigm that values medical humanistic qualities, such as empathy, communication skills and reflective capacity, as the core elements of professional identity. Within this transformation, arts-based therapeutic training such as music therapy has emerged as an effective modality that not only provides technical training but also cultivates humanistic qualities in future physicians. However, music therapy remains underrepresented in medical curricula, and there is a lack of exploration and analysis of its role in cultivating medical humanistic qualities. Therefore, this study introduces an experiential music therapy elective course grounded in Kolb’s Experiential Learning Theory (ELT) and explores how it contributes to the cultivation of medical humanistic competencies.

Methods

A qualitative research design was employed to examine students’ experiences and perceived outcomes of an ELT-based music therapy elective course at a medical university in Fujian province, China. 21 students who completed the course participated in semi-structured interviews. Interviews were transcribed verbatim and analyzed using thematic analysis.

Results

Thematic analysis, structured around ELT, revealed a transformation in participants’ humanistic and professional development. Through Concrete Experience, participants overcame initial uncertainty and misunderstanding, developing positive attitude toward music therapy regardless of prior musical background. In the Reflective Observation, experiential engagement cultivated emotional regulation, interpersonal communication, and collaboration, which in turn developed self-awareness and empathy. During Abstract Conceptualization, participants reconceptualized clinical skills and patient healthcare through a holistic, patient-centered perspective, recognizing the therapeutic and integrative potential of music therapy in healthcare. Finally, Active Experimentation prompted participants to apply their learning in simulated practice, envision interdisciplinary collaboration, and reaffirm a humanistic orientation toward future medical care, including compassionate patient relationships, self-awareness, and support for colleagues.

Conclusion

The ELT-based music therapy curriculum effectively cultivates medical students’ humanistic competencies supporting the development of patient-centered, humanistically grounded medical professionals.

Clinical trial number

Not applicable.