Abstract: Objective To analyze the differences of medical humanistic curriculum from 19 universities in 2003 and 33 universities in 2013, conclude the changes in China's medical humanistic education during 2003 to 2013 so as to give suggestions for the future development of medical humanistic education in China.Methods The data analysis method was used. The medical humanistic curriculum data in medical undergraduate of 5-year program from19 universities in 2003 and 33 universities in 2013 was collected and analyzed.Results Compared to the medical humanistic setting in 2003, in 2013 more medical humanistic curriculums were implemented; the curriculum spans were increased; the percentages of compulsory courses in the general curriculum were increased; formative assessment method was adopted and communication skills were practiced.Conclusions Compared to 2003,the concept of medical humanistic education in China has been strengthened, and some colleges and universities initiated medical humanistic education. In the future, the medical humanistic education also needs to integrate theory with practice, the combination of various teaching forms and the combination of multiple evaluation systems.

Key words: Medical humanity curriculum, Curriculum development, Curriculum integration, Formative assessment