Purpose
This study aimed to develop and evaluate an experiential learning model
that integrates museum-based medical humanities education with drama
pedagogy. It further sought to construct a reliable measurement tool to
address the lack of theory-driven and quantitatively assessed experiential
curricula in medical humanities.
Methods
A multi-phase design was used. First, a systematic literature review,
focus-group interviews, and a Delphi consensus process were conducted to
develop a theoretically grounded learning-outcome instrument. Subsequently,
237 medical students and PGY physicians were randomly assigned to
intervention or control groups. Both groups participated in museum visits,
but only the intervention group received a drama-enhanced experiential
curriculum. Pre- and post-intervention measures included resilience (BRS),
general self-efficacy (GSE), work motivation (MAWS), and compassion for
humanity (CHS). Paired t-tests and multivariable regression analyses were
used to assess changes.
Results
Participants demonstrated significant improvements in general self-efficacy
(p < 0.0001), work motivation (p = 0.0026), and compassion for humanity (p
= 0.0012). Resilience increased slightly but did not reach statistical
significance (p = 0.0605). Regression analyses showed that age positively
predicted resilience change, while baseline scores strongly predicted all
outcomes. The newly developed instrument showed satisfactory reliability and
cross-group validity.
Conclusion
Integrating drama-based instruction with museum experiential learning
enhances learners’ humanistic attitudes, professional motivation, and
self-efficacy. Although short-term effects on resilience were limited, the
curriculum presents a promising, theory-based model for medical humanities
education. The validated measurement tool offers a robust framework for
future curriculum evaluation and supports the advancement of experiential
approaches in medical training.