Objective　To survey and analyze the factors that may affect the results of human-ities education about master degree postgraduates

and provide the basis and reference for traditional medical humanities education reform. Methods　By using the self-made questionnaire

a survey was conducted among 100 medical postgraduates of a university. Questionnaire items included basic infor-mation of the postgraduates

humanities-related extracurricular experiences

whether there had been personal experiences corresponding to these options or these experiences affected the attitude of hu-manistic education options. The survey data were analyzed using SPSS 19.0 software and the results were expressed by the relative number. The differences between different gender

marriage and differ-ent specialty student satisfaction were analyzed by using chi-square test or Fisher's exact test

showing no statistical significance (P >0.05). Results　Respondents believed that the highest rate of the top four which supported the experiences that promoted humanistic education were clinic volunteer activi-ties

interpersonal harmony

rescuing the patient experiences and illness experiences

accounting for 95.8% (91/95)

92.6% (88/95)

89.5% (85/95) and 88.4% (84/95)

respectively. On the other hand， the highest rate of the top four that impeded humanities education-related experiences were academic stress

workload

limited communication and lack of humane care

accounting for 100.0% (95/95)

95.8% (91/95)

91.6% (87/95) and 84.2% (80/95) respectively. In addition

different types of students' attitude towards experiences that may have impact on the humanistic education were not statistically significant (P >0.05). Conclusion　Humanities education in medical colleges should not be limited to classroom instruction form. We should broaden humanistic education approach

flexible assessment methods of humanities

to enhance the effect of humanities education.