"I Can See Where This Is Taking Me": Medical Students' Perceptions of Humanities Courses at Aga Khan University, Kenya.

Abstract

Background: Humanities courses in medical training are increasingly recognized as essential for developing empathetic, reflective and socially responsive physicians. Although well-established globally, their integration into medical education in African contexts remains limited. In Kenya, humanities are often peripheral within curricula dominated by biomedical sciences and clinical medicine. Aga Khan University (AKU), Nairobi, has introduced a novel medical curriculum that embeds seven core humanities courses as central components of the initial phase of its MBChB program. This study explored students' perceptions and lived experiences of these humanities courses.

Methods: A retrospective descriptive study using an embedded mixed-methods design was conducted among the first two cohorts of medical students. Of the 11 courses offered in the first two trimesters, seven were humanities courses, each routinely evaluated following delivery. Evaluation data comprised quantitative closed-ended Likert-scale items and qualitative open-ended responses capturing students' perceptions of course relevance, delivery and assessment. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically using Braun and Clarke's six-phase framework to complement and provide explanatory context to the quantitative findings.

Results: Students reported overall positive perceptions of the humanities courses, with a mean score of 3.9 (range: 3.7-4.2) on a five-point scale. Mean scores were similar across trimesters 1 and 2. Overall, 70.1% (89/127) of students rated the courses favorably, agreeing or strongly agreeing with positive statements about their learning experiences. Courses perceived as more relevant to medical training and those that were better organized received higher ratings. Key areas for improvement identified by students included increasing opportunities for formative assessment and enhancing consistency and structure in instructional delivery.

Conclusion: Students at AKU reported positive experiences with humanities courses during the first two trimesters of their medical training. Longitudinal studies are needed to evaluate the impact of these courses on learning, professional identity formation and clinical practice in later stages of medical education.