ABSTRACT
To deeply analyze the existing problems in the medical humanities MOOCs, this study adopts qualitative research methods such as participatory observation, interview and special panel discussion from two different perspectives of teaching and learning. On one side, the study follows the course building process of two medical humanities MOOCs in a medical university in South China, and conducts interviews and panel discussions with teaching teams, MOOC producers, and medical education experts in order to understand the problems, challenges and related countermeasures and thoughts in the construction process. On the other side, students' learning feelings, gains and opinions on medical humanities MOOCs in the existing national excellent online open courses have been investigated. Findings revealed that there obvious differences between the attitudes of teaching and learning, which reflects the challenges of the medical humanities MOOCs at the micro level, including difficulties in realizing autonomous learning under effective monitoring and achieving important teaching achievements, excessive workload of teachers, etc.. Furthermore, the differences between teaching and learning have shed a light on medical humanistic education concept, teaching mode and teacher cultivation. Finally, the macro development trend of online and offline coordination and complementarity of medical humanities MOOCs, and the coexistence of mass and personalized curriculum is predicted.