目的 探索医学博物馆在医学人文教育中的功能定位,并构建其医学人文教育的实践路径。方法 基于情境学习理论,采用混合研究方法,以复旦大学上海医学院博物馆群为研究对象,结合国内外多个医学博物馆的公开资料进行比较分析。随后,对复旦大学上海医学院博物馆讲解队成员(n=55)进行问卷调查,采用描述性统计分析数据,以评估医学人文教育成效。综合理论分析与实证结果,构建医学博物馆医学人文教育路径。结果 医学博物馆作为情境学习场域,通过构建多维情境、形成学习共同体和设计参与式活动,能够有效促进医学人文教育从知识传递向价值内化转变。问卷调查显示,深度参与博物馆活动的医学生在“职业使命感”[(4.67±0.47)分]和“沟通表达能力”[(4.67±0.47)分]上认同度最高,且参与深度与育人成效呈正相关。结论 本研究构建的医学人文教育路径,为利用医学博物馆开展医学人文教育提供了有效的理论框架和实践指导,能够有效提升医学生人文素养与职业认同。

Objective To explores the role of medical museums in medical humanities education and clarifies their functional positioning, with the aim of developing a practice-oriented educational pathway. Methods Grounded in situated learning theory, a mixed-methods approach was employed. The museum complex of Shanghai Medical College, Fudan University served as the primary case, supplemented by a comparative analysis of publicly available information from medical museums worldwide. Subsequently, in June 2025, a questionnaire survey was administered to the museum′s docent team (n=55), and descriptive statistics were used to evaluate educational outcomes. Finally, an medical Humanities education pathway in medical museums was constructed by integrating theoretical analysis and empirical findings. Results As a situated learning environment, the medical museum effectively fosters the transformation of medical humanities education from knowledge acquisition to value internalization by constructing multi-dimensional situations, forming learning communities, and designing participatory activities. The survey showed that medical students deeply involved in museum activities showed the highest agreement on ″professional mission″ (4.67±0.47) and ″communication skills″ (4.67±0.47). Furthermore, a positive correlation was found between the depth of participation and educational outcomes. Conclusions The educational pathway developed in this study provides a theoretical framework and practical guidance for leveraging medical museums in medical humanities education, and can effectively enhance medical students′ humanistic literacy and professional identity.