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Indian Journal of Pharmaceutical Education and ResearchNOW IN
Article

Reforming Teaching Methods for Pathology Courses in Traditional Chinese Medicine

Yang Enyue1★, Jin Shengyu2★, Cui Qingsong3★, Chen Zhengai4★, Piao Junjie4★, Jin Guang4★★ Corresponding author

  1. 1Department of Affiliated Hospital of Clinical Pharmacology Institute Yanbian University, Jilin, CHINA.
  2. 2Department of Hematology, Affiliated Hospital of Yanbian University, Jilin, CHINA.
  3. 3Department of intensive Care Unit of Yanbian University, Jilin, CHINA.
  4. 4Department of Affiliated Medical College Pathology Teaching and Research of Yanbian University, Jilin, CHINA.

CORRESPONDENCE

Yang Enyue

Mr. Jin GuangDepartment of Pathology Teaching and Research, Affiliated Medical College, Yanbian University, CHINA..

jinguang1@ybu.edu.cn

Received: 29-07-2023; Revised: 06-08-2024; Accepted: 06-12-2024.

Volume 59, Issue 2 · pp. 530–534 · PUBLISHED Apr-Jun 2025 · DOI: 10.5530/ijper.20254830

View on IJPER original site ↗

ABSTRACT

Background “New medical science” policy of the Chinese Ministry of Education, a reform of the Traditional Chinese Medicine (TCM) teaching and training curriculum has been underway for some years. Aim To assess whether the final examination results, questionnaire survey of general pathology and TCM scores are related to traditional education. Materials and Methods We selected the traditional teaching grades of 2016, 2017 and 2018 as our research objects and used statistical software to analyze the final examination and questionnaire results of pathology. Results Compared to the mean student score in the 2016 control group, the research grades of 2017 (80.0±9.3, p<0.001) and 2018 (81.8±11.6, p<0.001) were significantly different. Comparing the questionnaire survey results of the research and control group, there were significant differences between the 2016 and 2017 results in terms of learning interest, teachers’ mastery of TCM theory and students’ comprehension ability (p=0.088, 0.005 and 0.0003, respectively). There were significant differences in learning interest, teachers’ mastery of TCM theory and teachers’ mastery of TCM theory between the 2016 and 2018 results (p=0.038, < 0.001 and 0.001, respectively). Conclusion The content of “pathology” courses in higher TCM education in China is related to Western Medical Pathology (WMP) to some extent and has a mutually beneficial effect. Second, the ideas of reforming pathology courses in higher TCM education should be explored via convergence of TCM and Western pathology theories. Third, our study provides useful lessons for building a high-level application-oriented talent training system and a first-grade pathology course for TCM majors.

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    Enyue, Y., Shengyu, J., Qingsong, C., Zhengai, C., Junjie, P., & Guang, J. (2025). Reforming Teaching Methods for Pathology Courses in Traditional Chinese Medicine. Indian Journal of Pharmaceutical Education and Research, 59(2), 530–534. https://doi.org/10.5530/ijper.20254830