Chinese Medicine Education Research Articles

Exploration and Practice of Teaching Methods of Comprehensive Knowledge and Skills of Traditional Chinese Medicine with Traditional Chinese Medicine Traditional Skills Inheritance as the Core

Traditional Chinese Medicine (TCM) is a core component of Chinese traditional medicine, and its unique therapeutic concepts and techniques have received high attention worldwide. In the current medical education system, there are still many challenges in teaching Chinese medicine, especially the insufficient transfer of practical skills. This study aims to explore an integrated teaching model that combines theoretical teaching and practical operation with traditional skills of Chinese medicine as the core. Through literature review and case studies, this paper analyzes the deficiencies of Traditional Chinese Medicine teaching and then designs a new teaching model that highlights the integration of theory and practice, the enhancement of teacher-student interaction, and the application of diverse teaching methods. The implementation results show that this teaching model effectively improves students' practical skills in Chinese medicine, enhances their understanding and application of Chinese medicine knowledge, and significantly stimulates their interest in learning Chinese medicine. The successful practice of this teaching model not only provides valuable experience for the innovation of TCM education but also provides strong educational support to promote the continuous development of TCM. The results of this study emphasize the importance and practical value of teaching integrated skills centered on traditional skills in TCM education.

The Making of a Health Profession: How Chinese Medicine Became a Nationally Registered Allied Health Profession in Australia

Abstract In 2012, traditional Chinese medicine (TCM) practitioners in Australia became nationally-registered allied health professionals in three categories: acupuncturist, Chinese herbal medicine practitioner, and Chinese herbal medicine dispenser. Australia was the first Western country to introduce national registration for Chinese medicine, followed by Portugal and, recently, New Zealand. The practice of TCM in Australia can be traced back to the beginning of Chinese immigration to Australia during the Victorian Gold Rush which began in the 1850s. The process which led to national registration commenced in the early 1970s with the establishment of the first acupuncture courses. Decades of gradual development of courses from unaccredited part-time diplomas to accredited bachelor degrees, and the development, by the profession, of national consensus on educational standards were essential elements in the process which led to registration. Professional associations, such as the Australian Acupuncture and Chinese Medicine Association Ltd. (AACMA), also developed a framework of professional self-regulation, including Codes of Ethics, Codes of Conduct, ongoing professional development requirements and Infection Control Guidelines, and provided leadership in the development of the profession. After decades of tribalism and division within the TCM profession, the National Academic Standards Committee brought almost all stakeholders together to reach a consensus on the Australian Guidelines for Traditional Chinese Medicine Education which were published by AACMA in 2001. Professional associations also collaborated on joint submissions to the government in support of registration, which was introduced first in the state of Victoria in 2000, and subsequently became national in 2012. Despite national registration, some barriers still remain, and professional associations continue to lobby the federal government for inclusion in Medicare, chronic disease management scheme, and Veterans Affairs.

Research on the Construction of “Four Beams and Eight Pillars” System of Continuing Education of Traditional Chinese Medicine Guided by the Promotion of Professional Ability

Research on the Construction of “Four Beams and Eight Pillars” System of Continuing Education of Traditional Chinese Medicine Guided by the Promotion of Professional Ability

A Study on the Development and Innovation of Traditional Chinese Medicine Education from the Perspective of the Metaverse

Traditional Chinese medicine (TCM) education plays a crucial role in advancing the construction of a Healthy China and the innovative development of TCM heritage. However, it currently faces challenges such as a lack of immersive experiences in online education, a disconnect between theory and practice, and the neglect of the study of classical TCM texts. The metaverse presents new opportunities for the transformation and growth of TCM education. It embodies three primary features: immersive experiences, novel technological integration, and the convergence of the virtual and the real, providing a fertile ground for empowering TCM education and fostering imaginative possibilities. In this context, we propose an architecture for TCM education in the metaverse and the coexisting application scenarios of the metaverse within TCM education. These scenarios encompass the use of virtual classrooms and virtual libraries. Additionally, we elaborate on the challenges that lie ahead in this transformative journey.

Integrating traditional apprenticeship and modern educational approaches in traditional Chinese medicine education

Background The traditional apprenticeship system and modern educational models both contribute to traditional Chinese medicine (TCM) education in unique ways. This study aims to evaluate the advantages and disadvantages of these approaches and investigates their potential integration for optimal TCM teaching. Methods The study employs a comprehensive literature search strategy with specific keywords through Boolean Operators, focusing on articles discussing TCM education, sourced from the databases PubMed, Scopus, and CNKI. For comparative analysis, the study analyzes the advantages and disadvantages of three distinct approaches—traditional, modern, and hybrid—in TCM education. Finally, we use a spider plot methodology to visually evaluate across 11 critical educational aspects for these approaches. Results A comprehensive review of 70 articles on TCM education highlights the value of both conventional and modern approaches. Conventional methods often emphasize teacher-centered clinical training that aligns well with the apprenticeship model, serving to bridge formal academic learning with hands-on experience. Modern methods incorporate elements like technology and formal accreditation but caution that the absence of traditional apprenticeship could dilute core TCM principles. One recurring theme across multiple studies is the enduring importance of apprenticeship—a pedagogical cornerstone rooted in TCM's historical and cultural context—as well as its tension with modern methodologies that incorporate online resources and scientific frameworks. An integrated approach attempts to harmonize these strengths but reveals a gap in interactivity, suggesting that incorporating apprenticeship could offer a practical, hands-on method to improve student engagement. Conclusions Conventional methods in TCM education emphasize teacher-centered clinical training akin to apprenticeship, modern methods incorporate technological advances and formal accreditation; however, the absence of traditional apprenticeship could compromise core TCM principles, and an integrated model, though striving to harmonize these elements, still falls short in the area of student interactivity.

Continuing medical education in China: evidence from primary health workers’ preferences for continuing traditional Chinese medicine education

BackgroundContinuing Medical Education (CME) is an important part of the training process for health workers worldwide. In China, training in Traditional Chinese Medicine (TCM) not only improves the expertise of medical workers, but also supports the Chinese Government’s policy of promoting TCM as an equal treatment to western medicine. CME, including learning Traditional Chinese Medicine Technologies (TCMTs), perform poorly and research into the motivation of health workers to engage in CME is urgently required. Using a discrete choice experiment, this study assessed the CME learning preferences of primary health workers, using TCMT as a case study of CME programs.MethodsWe conducted a discrete choice experiment among health workers in Shandong Province, Guizhou Province, and Henan provinces from July 1, 2021 to October 1, 2022 on the TCMT learning preferences of primary health workers. The mixed logit model and latent class analysis model were used to analyze primary health workers’ TCMT learning preferences.ResultsA total of 1,063 respondents participated in this study, of which 1,001 (94.2%) passed the consistency test and formed the final sample. Our key finding was that there were three distinct classes of TCMT learners. Overall, the relative importance of the seven attributes impacting the learning of TCMTs were: learning expenses, expected TCMT efficacy, TCMT learning difficulty, TCMT mode of learning, TCMT type, time required to learn, and expected frequency of TCMT use. However, these attributes differed significantly across the three distinct classes of TCMT learners. Infrequent users (class 1) were concerned with learning expenses and learning difficulty; workaholics (class 2) focused on the mode of learning; and pragmatists (class 3) paid more attention to the expected TCMT efficacy and the expected frequency of TCMT use. We recommend targeted strategies to motivate TCMT learning suited to the requirements of each class of TCMT learners.ConclusionRather than a single TCMT medical education program for primary health workers, CME programs should be targeted at different classes of TCMT learners.

Guidelines on clinical research evaluation of artificial intelligence in ophthalmology (2023).

With the upsurge of artificial intelligence (AI) technology in the medical field, its application in ophthalmology has become a cutting-edge research field. Notably, machine learning techniques have shown remarkable achievements in diagnosing, intervening, and predicting ophthalmic diseases. To meet the requirements of clinical research and fit the actual progress of clinical diagnosis and treatment of ophthalmic AI, the Ophthalmic Imaging and Intelligent Medicine Branch and the Intelligent Medicine Committee of Chinese Medicine Education Association organized experts to integrate recent evaluation reports of clinical AI research at home and abroad and formed a guideline on clinical research evaluation of AI in ophthalmology after several rounds of discussion and modification. The main content includes the background and method of developing this guideline, an introduction to international guidelines on the clinical research evaluation of AI, and the evaluation methods of clinical ophthalmic AI models. This guideline introduces general evaluation methods of clinical ophthalmic AI research, evaluation methods of clinical ophthalmic AI models, and commonly-used indices and formulae for clinical ophthalmic AI model evaluation in detail, and amply elaborates the evaluation methods of clinical ophthalmic AI trials. This guideline aims to provide guidance and norms for clinical researchers of ophthalmic AI, promote the development of regularization and standardization, and further improve the overall level of clinical ophthalmic AI research evaluations.

Integration of Digital Technology with Metaverse in the Innovative Application of Acupuncture Clinical Training

<p>中國醫藥大學聯手宏達國際電子、太極影音，推出「虛擬實境針灸系統」，整合元宇宙技術於經絡教學，突破時空限制且開創臨床訓練新方式。傳統針灸教學主要透過模型和師徒制，但現實操作中，經常發現純理論學習不足以臨床應用。引入此VR技術，改變學習方式，既提高臨床能力、安全度，也減少臨床考試成本。該系統具有一對一和多擺位的3D人體模型，展示經絡與身體的解剖結構，且提供多項教學工具如雷射指標和3D錄影。在技能測驗模式中，醫學生能模擬真實病人操作。該系統結合了中醫豐富經驗，實現六大特色：多種擺位、組織經絡透視、3D穴位、互動教學工具、臨床技能測驗和多人遠程連線。此系統結合數位科技與傳統醫學，為培養優秀中醫人才開創新契機。</p> <p> </p><p>China Medical University, in collaboration with High Tech Computer Corporation and DIGIMAX INC., has launched an innovative “Virtual Reality Acupuncture System” that integrates metaverse technology into efforts at teaching students about meridians in the human body. Traditional acupuncture education primarily relies on models and the oral transmission of knowledge from master to apprentice. However, these modes of education may lead to gaps in proficiency. Thus, the proposed system provides improved learning outcomes, in addition to being safer and more inexpensive than current modes of education. The system features 3D human models with both one-on-one and multiple posture options, which elucidates the body’s anatomical structures and meridians. It encompasses various teaching tools such as laser pointers and 3D videos. The system’s skill assessment modes such as objective structured clinical examination (OSCE) enable medical students to simulate real patient scenarios for training and operations. The system offers a diverse range of postures, a clear view of the meridians, 3D representations of acupoints, interactive instructional aids, assessments of clinical skill, and the ability for multiple users to connect with each other remotely. This system constitutes a leap forward in traditional Chinese medicine (TCM) education.</p> <p> </p>

Chinese expert consensus on the comprehensive management of thromboembolism in polycythemia vera

Polycythemia vera (PV) is a subtype of myeloproliferative neoplasms (MPN), with the highest incidence. Thromboembolism is the most common complication of PV, which has significant effects on the quality of life and survival of patients. To standardize the diagnosis, treatment and prevention strategies of thromboembolism associated with PV, the Myelodysplastic Syndrome/Myeloproliferative Neoplasms (MDS/MPN) Association affiliated to Chinese Medicine Education Association has reached the following consensus based on available proofs from evidence-based medicine after repeated considerations. The consensus covers risk stratification, diagnosis and treatment of PV, multidisciplinary management of PV thromboembolism, and patient follow-up, thereby providing the reference for the standardized diagnosis, treatment and management of thromboembolism for Chinese PV patients.

A Comparative Study on Traditional and Modern Apprenticeship Education of Traditional Chinese Medicine

General Secretary Xi Jinping has a good grasp of “what to teach, whom to teach and how to teach” in education. From the three aspects, we compared traditional and modern TCM teacher-inheritance education. We found that the modern teacher-inheritance model has inherited the traditional advantages and abandoned the traditional disadvantages. We believe that with the further deepening of the modern apprenticeship system in the teaching of traditional Chinese medicine, the training of Chinese medicine talents will get better and better.

Analysis of the Application Effect of the New Model for Graduate Education in Traditional Chinese Medicine (TCM) Basic Disciplines

Analysis of the Application Effect of the New Model for Graduate Education in Traditional Chinese Medicine (TCM) Basic Disciplines

Development of Chinese Medicine Education in the United States: Two Examples of Pacific College of Health and Science New York and Eastern School of Acupuncture and Traditional Medicine

Chinese medicine originated in China and has taken root all over the world. In the United States, Chinese medicine belongs to the category of complementary and alternative medicine and has a history of over 50 years as a recognized profession. The education of Chinese medicine is undoubtedly the foundation for the development and growth of Chinese medicine practice. In this article, we briefly introduced the history of acupuncture profession and its development in the United States. Pacific College of Health and Science New York and Eastern School of Acupuncture and Traditional Medicine were discussed and analyzed. This article aims to discuss two examples of acupuncture schools in the United States to provide an overview of the history and current development of Chinese medicine education in the United States.

Historical Legacy of Traditional Chinese Medicine Education in Canada: The Case of Henry C. Lu

This article begins with a review of the publications by Dr. Henry C. Lu, a Canadian-Chinese traditional Chinese medicine (TCM) scholar, educator and writer, and founder of a Vancouver-based TCM college. Dr. Lu has translated many TCM classics and written books extensively on TCM education, TCM clinical practice and Mandarin-Chinese grammar. Aside from his widespread prominence as one of the representative English translators of Huangdi Neijing (The Yellow Emperor’s Inner Classic), Dr. Lu is also noted for his pioneering role in the promotion of TCM education in British Columbia, where he lived and worked for more than half of his life. By making references to and drawing lessons from Dr. Lu’s four-decade-long efforts to help TCM gain legal status and to promote wider application of TCM in Canada, this article also puts forth suggestions for overseas TCM education and international TCM standards for building a global community with a shared future.

Cultural Tracing and Political Power: Historical Narrative of the Chengdu Traditional Chinese Medicine College in the 1950s

Chengdu Traditional Chinese Medicine College is one of the first four TCM colleges in the People’s Republic of China founded in 1956. The central government made the establishment decision and Chengdu face the southwest of China to enroll. The College’s training objectives, educational system, and student number were all uniformly stipulated by the top. The College planned to train senior practitioners with Marxist and Leninist ideas and mastery of Chinese medicine academic knowledge and medical technology for Socialist Construction and people’s healthcare. The founding of the Chengdu College of TCM is on the track of modern Chinese medical history. Chinese medicine has become an issue to debate since modern times, in the face of the abolition crisis and scientific discussions, Chinese medicine education is learning from the West to promote. The close connection between traditional medicine and the mass reflects its cultural connotation. The rehabilitation of Chinese medicine as a medical discipline is inseparable from the ruling party’s support. Chinese medicine is a tool to consolidate the regime of the Chinese Communist Party. Founding the TCM colleges is beneficial for training many practitioners to serve the state power.

Expert consensus on the prevention and treatment of intradialytic hypotension (2022)

Intradialytic hypotension (IDH) is a common complication among maintenence hemodialysis patients. It seriously impacts the mortality of maintenance hemodialysis (MHD) patients. There are complicated mechanisms behind, therefore the prevention and treatment of IDH is challenging. To improve the understanding and attention of clinicians towards IDH, to standardize it's diagnosis, prevention and treatment, Expert Working Group from Renal and Blood Purification Committee, Chinese Medicine Education Society initiated this consensus based on evidence base approach. After several round table meetings and revision, the consensus which covers the mechanism, diagnosis, clinical management, prevention and treatment of IDH was concluded.

Exploring the perceptions of the educational environment in online acupuncture learning during the COVID-19 pandemic.

Students have had to adapt to a "new normal" of online education at home during the COVID-19 pandemic. This poses a considerable challenge to the conduct of online acupuncture courses. Here, we provide our experience and guidance for conducting an online experimental acupuncture course during the COVID-19 pandemic. We aimed to compare the different perceptions of undergraduates to the educational environment between online and face-to-face learning approaches. This study included senior undergraduates majoring in acupuncture during the academic years 2015 (face-to-face) and 2020 (online only) for the Experimental Acupuncture course. A survey was conducted at the end of this course. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess students' perceptions. The results of students' responses to online learning were compared with those assessed for face-to-face learning. In total, 56/70 (80%) students in 2015 and 49/54 (91%) students in 2020 completed the questionnaire, respectively. Total DREEM scores were higher in the online learning group than in the face-to-face learning group (160.3 ± 21.9 vs 147.6 ± 17.9, p = 0.007), with improved students' perceptions on four out of five dimensions (social self-perception, learning, atmosphere and academic self-perception). The positive aspects of their online learning experience included the acquisition of new knowledge and skills. The significant limitations of this course included the lack of practical classes. Students' perceptions regarding the Experimental Acupuncture program were satisfactory for both online and face-to-face learning approaches, but even better with online learning. Online learning may be encouraged in traditional Chinese medicine (TCM) education. However, a combination of face-to-face and online methods is likely to be required to maximize the benefits. We hope that our online Experimental Acupuncture program practices may assist in the development of online curricula for acupuncture during the COVID-19 pandemic.

The Pragmatic Association of Southeast Asian Nations Approach of Traditional Chinese Medicine Education in Indonesia: A Case Review.

Traditional Chinese Medicine (TCM) practice has been thriving for centuries throughout the world, but its educational system has not been standardized in many countries outside of China. The aim of this article is To share experiences in planning and executing TCM education adapted to Indonesian culture and conditions. TCM practice has thrived since centuries ago in Indonesia due to TCM's empirically proven effectiveness for maintaining health and wellness. However, formal bachelor's-degree education in TCM has just begun about a decade ago. The learning outcomes of TCM bachelor's-degree education in Indonesia and the Association of Southeast Asian Nations (ASEAN) at large differs from those of China mainly because of the nearly total integration of Western medicine modalities in China. The learning strategy of TCM education in Indonesia with a pragmatic acculturation approach has been effective for improving TCM acceptance, and has been beneficial in upgrading the social and academic status of Indonesian traditional health care based on ASEAN TCM standards.

PERFORMANCE EFFECTS OF COOPERATION AND COMPETITION INTENSITY IN INTERNATIONAL EDUCATION FOR TRADITIONAL CHINESE MEDICINE

Since the 1990s, internationalization of the traditional Chinese medicine (TCM) has been receiving growing popularity among the general public. International education in the field of TCM has also contributed to the internationalization of TCM with its long history and broader impacts outside China. The international education in traditional Chinese medicine has greatly promoted traditional Chinese medicine overall. However, there are only a few scientific studies on the mechanisms, development logic and evolution path in this field. This paper carries out the empirical analysis based on the literature to explain the research significance, putting forward the policy suggestions, and discussing the directions for further research.

Assessment of clinical competency among TCM medical students using standardized patients of traditional Chinese medicine: A 5-year prospective randomized study

BackgroundSome Western medicine schools in China established standardized patient (SP) programs for medical education. However, SP programs are rarely applied to the education of traditional Chinese medicine (TCM). In this study, we evaluated the effectiveness of using standardized patient traditional Chinese medicine (SP-TCM) to improve clinical competency among TCM medical students. MethodsThis study was a prospective, 2-group, parallel-training randomized trial over the course of 5 years. Data were collected from September 2016 to December 2020. Participants in each year were randomly allocated into the traditional-method training group or the SP-TCM training group (1:1) for a 3-month curriculum. Measurement of clinical competency among all trainees was based on a standardized examination composed of scores of medical record documentation, scores of TCM syndrome differentiation and therapeutic regimen, and checklist assessment from both SP-TCMs and TCM professionals. Feedback was collected using semi-constructive questionnaires from both groups. ResultsCompared with those assigned to traditional-method training, those assigned to SP-TCM training demonstrated significantly greater post-training improvement in medical record documentation and TCM syndrome differentiation and therapeutic regimen. Moreover, SP-TCM trainees outscored those assigned to traditional training in the assessment for encounter performance given by independent SP-TCMs and TCM professionals. The SP-TCM method gained higher satisfaction of training efficacy and test performance than the traditional method. ConclusionThis SP-TCM program demonstrated great benefits for improving clinical competency among TCM medical students.

Computational tongue color simulation in tongue diagnosis

AbstractTongue color is one of the important indices for tongue diagnosis in traditional Chinese medicine. This study aims to analyze tongue colors of computational tongue diagnosis in traditional Chinese medicine using scientific quantification and computational simulation. The tongue color data are established according to the experiment in which the doctors who use Chinese traditional medicine assessed standard Munsell color charts under the standard lighting environment. Tongue color is classified into six color names, which are pale red, light red, red, crimson, dark red, and purple. The doctors assessed Munsell color charts to find the corresponding color charts' distributions of each color name in tongue color. The hue‐lightness‐chroma data of the chosen Munsell color charts were transformed to CIE xyY using the look‐up table computation, then further were converted to CIELAB values and sRGB data. Based on the 95% confidence ellipses formed on CIELAB (a*, b*) plane and CIELAB (C*, L*) plane, the comparisons between tongue colors and general colors were analyzed. The computational tongue image simulation combining the elements of color, texture, and moisture was successfully established. This computational simulation method could potentially become a useful tool for teaching and learning diagnoses in the education of Chinese medicine.