Background <p>Existing literature highlights the potential of arts and humanities activities to support the professional development in medical education. However, most initiatives have been conducted in Western contexts and have encountered challenges related to feasibility. Thus, we aimed to develop and assess the educational effectiveness of a three-hour classroom-based course employing culturally responsive arts- and humanities-based pedagogies in Japan, particularly visual thinking strategies (VTS) and Haiku writing.</p> Methods <p>We conducted a convergent mixed-methods study among fourth-year medical students in May 2024. The course consisted of VTS and Haiku writing workshops/lectures, each of which lasted 90&#xa0;min in the classroom. Pre- and post-tests were used to assess the Capacity for Wonder (CfW) scale and the Tolerance for Ambiguity (TFA) scale. A post-course questionnaire included closed-ended questions on course quality and relevance and open-ended questions soliciting learning content.</p> Results <p>98 of 111 (88.3%) students were analyzed. Paired t-test showed that participants demonstrated significant improvement in CfW scores. No statistically significant change was observed in TFA scores; however, a modest trend toward improvement was noted. The majority of participants agreed that the course was relevant. Content analysis of free-text responses revealed that many participants gained a variety of insights into professional development, including the importance of observation and attention to detail and professional identity formation.</p> Conclusion <p>Integrating arts and humanities activities, including VTS and Haiku rooted in Japanese culture, within a short classroom session has the potential to facilitate professional development. The course has wide application potential and will inform medical educators worldwide.</p>