Traditional Chinese Medicine Education Research Articles

Inconsistency between physicians' attitudes and behaviors toward TCM: A questionnaire survey in Chengdu.

Although Western Medicine is considered as the mainstream medicine in China, Traditional Chinese Medicine (TCM) still has its own advantages and characteristics. The attitudes and behaviors to TCM are divided, some West Medicine Doctors prefer TCM during treatment, while others consider it not effective. The objective of this study is to find out the attitudes and treatment behaviors of Chengdu physicians toward TCM, and identify factors associated with their attitude and behaviors. A representative sample of 2049 Chengdu physicians were recruited online to investigate their attitudes and behaviors toward TCM. During this research, previous Integrative Medicine Attitude Questionnaire were referred and modified, and adjusted questionnaire was made based on the actual situation of TCM in Chengdu. This questionnaire contains 3 distinct parts. The first part aimed at the attitudes of respondents toward TCM, and contains 15 questions in 3 sections, Holism, Knowledge, and Evidence. The second part tried to determine the behaviors toward TCM in terms of self-use, recommendations, as well as prescriptions. In addition, 6 modalities including Chinese Patent Medicine, Chinese Herbal Medicine, Acupuncture, Massage & Bone Setting, Qigong, and TCM diet were introduced in the behavioral part. In the third part, we aimed to collect personal, professional, and structural factors that may significantly influence TCM attitudes and behaviors. Physicians hold positive attitudes toward TCM in general, all the mean/highest possible subscales scores value of Holism (90.53%), Knowledge (63.77%), and Evidence (62.73%) domain were over 60%. On the other hand, physicians were more positive on self-use (49.40%) and recommendation (55.98%) of TCM than giving TCM prescriptions (36.60%) to patients. The attitudes and behaviors toward may not be consistent, which means physicians may not give prescriptions to patients even they have good attitudes to TCM. Education and self-use of TCM are important positive factors that influence the behaviors of physicians.

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

BackgroundThe 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.MethodsThe 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.ResultsA 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.ConclusionsConventional 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.

Validity and reliability of the evaluation tool of TCM confidence in students with TCM learning experience

Abstract Objective This study aimed to design an evaluation scale of traditional Chinese medicine (TCM) confidence and then evaluate its validity and reliability. Methods Three parallel samples with TCM learning experience were included in this current study. Randomly selected 500 nursing students were included factor analysis and reliability and validity analyses. After 4 weeks, 200 nursing students were recruited to retest the reliability. The evaluation tool of TCM confidence included 6 dimensions and 25 entries. Results Cronbach’s α coefficient of the evaluation scale was 0.95 and that of the 6 observed aspects were higher than 0.90, and split-half reliability was 0.81. For the retest reliability, Cronbach’s α coefficient of the evaluation scale was 0.93 and that of the 6 examined aspects was all over 0.80. The index of content validity Scale Content Validity Index (S-CVI) was 0.92 and Item Content Validity Index (I-CVI) was 0.83–1.00. Conclusions Observed results may indicate that the designed tool can be used to assess the TCM confidence level of students with TCM studied experience and also can evaluate results of TCM education during studying TCM lectures.

The evidence-based practice teaching competence of clinical preceptors at different stages of innovation-decision process: A cross-sectional survey in traditional Chinese medicine hospitals

BackgroundTraditional Chinese Medicine Nursing Clinical Preceptors (TCMN-CPs) are crucial to cultivate undergraduates' evidence-based practice (EBP) competence during clinical practicum in traditional Chinese Medicine (TCM) hospitals. However, the TCMN-CPs' EBP teaching competence is unclear. Underpinned by Rogers' innovation-decision process, our study aimed to investigate TCMN-CPs' EBP teaching competence and the related characteristic factors at five stages of knowledge, persuasion, decision, implementation and confirmation. MethodsAn online survey was conducted by using a modified evidence-based practice teaching competence questionnaire (EBPT-COQ) encompassing attitude, knowledge/skill and practice of EBP teaching in four TCM teaching hospitals in Beijing, China. ResultsA total of 654 TCMN-CPs were included, with a response rate of 91.47 %. Most TCMN-CPs were in knowledge stage (339, 51.83 %), followed by the persuasion stage (166, 25.38 %), decision stage (123, 18.81 %), implementation stage (23, 3.52 %) and confirmation stage (3, 0.46 %). The total and dimension scores of EBPT-COQ increased as the diffusion stage developing, the confirmation stage was the highest (5.48 ± 0.80). Twenty-three items' mean scores were higher than 4 points (95.83 %), except for “Research skills” (3.58 ± 1.38). The related characteristic factors were 1) age (Z = -4.177), working experience (H = 11.087), clinical teaching experience (H = 12.602), management position (Z = 2.565), research experience (Z = -2.867) and EBP training (Z = 3.146) at Knowledge stage; 2) research experience (ZPersuasion = −2.617; ZDecision = −3.510), EBP training (ZPersuasion = 2.528; ZDecision = 3.433) at Persuasion and Decision stage (all P<0.05). And the first three stages TCMN-CPs' EBPT-COQ scores were positively correlated with TCMN-CPs' attitude toward clinical teaching (r = 0.244–0.331, P<0.001). ConclusionsMost of the TCMN-CPs' EBP teaching status are in the first three diffusion stages. Though their attitude, knowledge/skills and practice to EBP teaching competence have gradually improved with the deepening of the diffusion stage, much efforts should be made to keep progressing. TCMN-CPs' qualifications of EBP teaching could include rich clinical work and teaching experience, enjoying teaching. Nursing managers, with higher EBP teaching competence, might play a crucial role in promoting the diffusion of EBP teaching. All TCMN-CPs showed an inadequacy of research skills of EBP teaching. Therefore, it is warranted to explore the minimum research skill requirements for EBP teaching and to establish academic-practice partnerships.

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.

From the West to the East: an evidence-based educational reform for modern medical students in traditional Chinese medicine learning.

Generally, Traditional Chinese Medicine (TCM) courses are now given to modern medicine students without proper course scheduling, resulting in poor teaching results. To analyze the main factors affecting TCM learning, we surveyed the medical students and TCM teachers from Xiangya School of Medicine of Central South University via online questionnaires. The questionnaire comprised two parts, the students' part included the basic information, the subjective cognition in TCM, the attitude toward TCM course arrangements, and the attitude toward curriculum content and the design of TCM. The teachers' part included the basic information, the attitudes and opinions on TCM course arrangements, and suggestions and views on TCM teaching reform. The related data were collected from 187 medical students divided into two groups, namely, clinical medical students and non-clinical medical students. We found a more positive attitude toward TCM [including "Scientific nature of TCM" (P = 0.03) and "Necessity for modern medicine students to learn TCM" (P = 0.037)] in clinical medical students compared with non-clinical medical students, clinical and non-clinical medical students tended to find TCM courses difficult, and the students prefer clinical training to be better than theoretical teaching, while the teachers believe that lecture-based education should have a more significant proportion. Hence, to optimize the current TCM teaching, we conducted education reform, including differentiated teaching, hybrid teaching, and selective teaching.

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

&lt;p&gt;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。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;China Medical University, in collaboration with High Tech Computer Corporation and DIGIMAX INC., has launched an innovative &amp;ldquo;Virtual Reality Acupuncture System&amp;rdquo; 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&amp;rsquo;s anatomical structures and meridians. It encompasses various teaching tools such as laser pointers and 3D videos. The system&amp;rsquo;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.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

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.

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.

Retrospection and Reflection on the Role of Henry C. Lu as a Traditional Chinese Medicine Writer, Educator, and Translator

This paper respectfully commemorates the life of Dr. Henry C. Lu (1936–2022), who was the founding president of International College of Traditional Chinese Medicine of Vancouver. Dr. Lu was an active educator, a prolific writer and translator of traditional Chinese medicine (TCM) in the West and an influential figure during the initial stage of the international dissemination of TCM. By comprehensively searching, referencing, and cross-validating the literature, this article reviewed Dr. Lu’s major life events, bibliography, and, most importantly, his contribution to TCM education and translation. Dr. Lu should be given more credit for his achievements, and further studies are needed in future.

Application of the Mixed Teaching Model using Internet+ for Clinical Courses of Traditional Chinese Medicine

With the arrival of the Internet + era and the need for development and personnel training, the traditional teaching model of TCM (Traditional Chinese Medicine) needs to be transformed into a mixed teaching mode. In addition, the TCM English teaching resources from which learners can pick are restricted, and certain critical revised TCM material is not delivered on time. For high-quality delivery of service to TCM English learners, a system with materials and communication is considered extremely important. In this connection, “Internet +” provides both possibilities and problems for the advancement of TCM English instruction, which has considered a key to advanced TCM. Therefore, motivated by the development of “Internet +,” we try to establish a relevant analysis of the mixed teaching model and propose the implementation path and method of the mixed teaching model of traditional Chinese medicine: changing ideas and guiding students to enter into deep learning to build a teaching community; integration and reform of online teaching and classroom teaching of traditional Chinese medicine; emphasis on developmental evaluation. The evaluation is based on whether it provides students with meaningful Chinese medicine learning experience and deep learning status as the evaluation criteria.

Application of Hierarchical Progressive Case Teaching in Clinical Teaching of Traditional Chinese Medicine

Application of Hierarchical Progressive Case Teaching in Clinical Teaching of Traditional Chinese Medicine

Exploration on the Practice of Cultivating Morality and Talents in the Teaching of Traditional Chinese Medicine in Higher Vocational Colleges

Exploration on the Practice of Cultivating Morality and Talents in the Teaching of Traditional Chinese Medicine in Higher Vocational Colleges

Application effect of Kolb's experiential learning theory in clinical nursing teaching of traditional Chinese medicine.

This study aimed to explore the practical application and effect of Kolb's experiential learning theory in the clinical nursing training of traditional Chinese medicine (TCM). This study is a quasi-experimental study. Eighty clinical nurses from a class-III grade-A general hospital were enrolled in 2020 and 2021, respectively, as research subjects. The subjects in the control group were trained in "theory explanation, clinical practice, summary and Q&A, [and] centralized examination." The subjects in the experimental group were first grouped according to Kolb's experiential learning style. The training followed a "problem-exploration-practice-exploration-theory-explanation-summary-centralized examination" structure based on Kolb's experiential learning cycle, the training place is Conference Room 1 of the hospital. The training time is from February to August 2020 and 2021. The application effect of the experiential learning theory was evaluated by analyzing course evaluation questionnaires and the final examination results. The total score of the course evaluation questionnaire of the experimental group was 112.23 ± 5.88. The difference compared with the control group was statistically significant (P < .01). In the experimental group, the theoretical score was 85.27 ± 3.29, and the operational score was 85.36 ± 3.01. The differences compared with the control group were statistically significant (P < .01). The application of Kolb's experiential learning theory to the training of TCM clinical nursing can make the clinical practice of TCM nursing more "scientific" and the training more effective, and it can improve the subjective initiative of students.

Application and significance of mixed methods research in traditional Chinese medicine and narrative medicine

Since narrative medicine was introduced in China, it has been widely used in medical education and clinical practice. The research on narrative medicine in China is especially characterized by its combination with traditional Chinese medicine(TCM). At present, the research on narrative medicine in China is still in the stage of small-scale practicing and theory advocating. Besides, there is also a lack of guidance on experimental design methodology for clinical application, which leads to few high-quality studies in this field. The present study reviewed the current high-quality research on narrative medicine to discuss the value and prospects of mixed methods research in narrative medicine. In addition, the common design, application procedures, and notes of mixed methods research were explained to provide references for the extensive applications of narrative medicine in the medical field, especially TCM clinical practice, education, and scientific research.

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.