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.