中國和臺灣中醫高等教育之初步比較

A COPMPARISON OF CHINESE MEDICINE EDUCATION BETWEEN TAIWAN AND CHINA

中國和台灣的中醫高等教育是世界上架構相對完整的傳統醫學體系，兩岸比較的結論有其實用性，研究中國和台灣中醫教育的成功和失敗經驗，為我國中醫教育的進一步發展提供借鏡，以達成中國傳統醫學永續發展的目的。本研究分別以文獻分析法、貝瑞岱（GeorgeBereday）的區域比較模式（area comparative studies），將海峽兩岸依相同或可資比較之類別予以併排，藉相互比較，以探討海峽兩岸中醫高等教育之異同點及可供我國參考借鑒之處；並實地赴中國高等中醫院校察訪及召開專家座談會，進行討論及提供建言。研究結果顯示海峽兩岸中醫高等教育在培養目標、模式上並無明顯差異，但是中國發展較為多元化及富有彈性，師資陣容較整齊，並運用師承教育彌補學院教育之不足。中國目前正全力發展七年制中醫系本碩連讀，注重英語能力及電腦的運用，以及醫古文（古漢語基礎）；台灣中醫系修習完整西醫課程，具備西醫相當之水準，將來中西醫結合潛力大，但因而課業相當繁重，中醫課程相對受到某種程度之排擠；中國五年制中醫系和台灣學士後中醫學系所修習中醫課程較豐富，但相對地西醫內容較為不足，台灣學士後中醫學系西醫臨床課程則較為粗糙。建議由中醫藥委員會進行跨部會整合，或於教育部下設對等於醫學教育委員會之機構，統籌中醫教育相關事項。對於台灣的名老中醫，也應有系統的整理其經驗，並加以傳承；宜整合各界力量，編寫一套完整且適用的中醫本土教材；強化中醫研究，專案培養師資。The advanced educational systems for traditional Chinese medicine (TCM) in both Taiwan and China have more intact structure than those of other countries in the world. Therefore, it is worthwhile comparing the educational systems between these two since results would have significant policy implications for further development of TCM. By employing literature review analysis and Bereday's area comparative study, we compared both the similarities/differences and advantages/disadvantages for the advanced educational systems for TCM between Taiwan and China. In additions, we visited hospitals and reviewed the programs of advanced traditional medicine in China. Furthermore, individual interview and expert forum was also held to collect useful information for this research. We found that there was no significant difference with respect to the visions and developed models for educational systems between both countries. However, the advanced educational system for TCM in China is more diversified and flexible and the faculty in China is more sufficient. Furthermore, apprenticeship was also employed to amend for the insufficiency of the system. In additions, a program for master degree majored in TCM is currently advocated in China; therefore, one could connect his/her studies from undergraduate to graduate program directly for approximately 7 years. English ability, computer skills and reading for ancient TCM literature was also emphasized in this program. In contrast, the advanced educational system for TCM in Taiwan required for a complete training for western medical program. It improved background of western medicine for undergraduate students in Taiwan and could make it feasible to combine both western medical and TCM training as a whole. However, it also created a stressful learning process for students in Taiwan. Besides, it also crowded some traditional medicine courses out. Nevertheless, comparing with such program, the 5-year program for TCM in China or the 5-year post-bachelor program for TCM in Taiwan provided sufficient amount of courses in TCM training but contained relatively fewer courses in western medicine. According to this paper, following recommendations were suggested. Firstly, in order to coordinate the relevant circumstances, the authority should establish a cross-department panel for the advanced TCM education. Secondly, to improve the quality of teaching, passing on the experience and wisdom of veteran practitioners was necessary to enhance the level of the profession among TCM professors. Thirdly, a solid and organized textbook for our students should be compiled by the authority. Lastly, more resources for research on TCM and for the development of TCM related-faculties should be provided by the authority.