Keywords:
vocal music education
medical colleges
interdisciplinary teaching
student engagement
arts integration

  • Abstract

    In recent years, China sought the integration of aesthetic education into non-art disciplines in its higher education policy to promote emotional, cultural, and interdisciplinary development. The aim was to investigate the implementation, experience, and perception of vocal music courses by students and instructors, as well as evaluate their contributions to future healthcare professionals’ communication skills, empathy, and overall well-being. The research sites were Chongqing Medical and Pharmaceutical College and other comprising five medical colleges. Data were collected through a mixed methods approach including a questionnaire survey with 50 students taking elective vocal music classes, focus group interviews with 9 representative students, in-depth interviews with 8 key informants, field observation, and analysis of institutional documents. Quantitative data were presented in pie charts while qualitative data were subjected to thematic analysis. Results indicated strong intrinsic motivations, a preference for pop and folk genres, varied participation levels, as well as practice time and insufficient infrastructure to support and routine difficulties. Students preferred interactive teaching over lectures. The study recommends improving practice settings, adding relevant cultural materials, and using blended instructional strategies to address identified issues. These findings emphasize the practicality of vocal music for interdisciplinary development in medical education and provide useful recommendations for curriculum changes and policy development.

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How to cite

Yao, X., Sensai, P., & Karin, K. (2025). A multidisciplinary review of vocal music teaching approaches of six medical colleges in Chongqing. Multidisciplinary Reviews, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/mr/article/view/10532
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