Objective　To provide a basis for humanity education in the university by a survey of clinical graduates' recognition of humanity education and humanity curriculum. Method　An anony-mous questionnaire was adopted and 514 questionnaires were distributed to the 2014 clinical gradu-ates in Peking University Health Science Center about their understanding of humanity education and humanity curriculum. The investigation data was double entried in Epidata 3.1

apply SPSS 19.0 to make the descriptive analysis

chi-square test. Results　69.3% (167/241) students believed humanity education enhanced their professionalism and competency; 52.7% (127/241) students believed humanity education enhanced their doctor-patient communication; 36.4% (174/478) students believed their hu-manity knowledge came from their instructors' personal example and teaching; 31.1% (149/479) students said the best way of humanity education was through social practice; 59.7% (286/479) students consid-ered the combination of classroom lecturing and discussion as the best way to humanity education. As to the major weaknesses in humanities education

46.9% (113/241) students chose insufficient curriculum

23.2% (56/241) chose lack of practical value and 23.7% (57/241) chose monotonous teaching methods; Conclusion　The best approach to humanities teaching is to combine class lecture with class discus-sion. Besides

hidden curriculum also contributes to humanity education. The enhancement of clinical graduates education relies heavily on humanity education and its emphasis should be laid on the training of humanity teachers

the study of humanity curriculum and learning from other universities.