Effectiveness of combined herbal medicines on bipolar disorder among university students during teaching course reform

Abstract

BackgroundThrough interviews and questionnaire surveys on emotional factors in college students’ learning, it was found that there is a common prevalence of mania such as weak integrative motivation and strong anxiety, which to some extent affects learning efficiency. This study aims to observe the therapeutic effect of the combination of engineering management teaching reform and innovation in universities and traditional Chinese medicine on students’ mania.Subjects and Methods The subjects of this study were 120 randomly selected students from a certain school and college, who were evenly divided into two groups. The experimental group received reform teaching combined with traditional Chinese medicine treatment, while the control group received traditional teaching. A questionnaire survey was conducted with a rating of five levels ranging from “very suitable for me” to “completely unsuitable for me”, with a score ranging from 5 to 1. After the questionnaire was collected, SPSS was used to analyze the reliability of the data.ResultsThe results showed that the average value of anxiety factors in the control group exceeded 3.00. The average value of students’ learning confidence is below 3.00, and 57.8% of students believe that they lack self-confidence. The average value of anxiety factors in the experimental group is below 3.00, and 80% of students believe that they have mastered knowledge through teaching and feel relaxed and confident in the classroom.ConclusionsThis study indicates that students have manic affective disorders with weak integrative motivation and strong anxiety. Classroom teaching mode is optimized, importance is attached to the cultivation of integrated motivation, timely attention is paid to students’ emotional status, students can overcome mania, and learning emotions and outcomes can be improved.AcknowledgementThe 2021 Henan Province New Humanities Research and Reform Practice Project (No.2021JGLX095); 2021 Henan Province Higher Education Teaching Reform Research and Practice Project (No. 2021SJGLX527).