混成教學模式在中醫診斷學教育中的應用與評估—以醫學系課程為例

Application and Evaluation of the Blended Learning Model in Traditional Chinese Medicine Diagnostics Education: A Case Study of Medical Curriculum

中醫診斷學是中醫學中的重要學科，涉及大量診斷內容，如四診法（望、聞、問、切）等，學生往往感到難以與實際臨床操作相結合，且過去教學方法多為單向授課，學生難以掌握複雜的診斷技術。為解決此問題，本教學實踐研究引入混成式學習策略，結合理論教學與實際操作，並利用現代化教學工具，如模擬看診和數位診斷設備，提升學生的學習效果。本教學實踐研究旨在探討混成式教學模式在「中醫診斷學」教育中的應用與成效評估，針對中國醫藥大學醫學系學生進行實施，透過體驗式學習和翻轉教室的模式，增強學生的實踐能力與臨床推理能力。研究結果顯示，混成式學習模式能有效促進學生對中醫診斷學的理解與應用能力，特別是在四診的教學中，通過線上課程、小組討論和實體課堂的結合，學生的學習成效顯著提升。此外，體驗式學習方法不僅增強了學生的學習動機，還幫助他們在實際操作中加深對理論的理解。整體而言，本研究顯示混成教學模式在中醫診斷學教育中的有效性，為未來中醫教育的課程設計提供了重要的參考依據。

Traditional Chinese Medicine(TCM) diagnostics is a core discipline in TCM, involving various diagnostic methods such as the four diagnostic techniques (Inspection, Listening and smelling examination, Inquiry, and Palpation). Students often find it difficult to integrate these diagnostic methods with practical clinical operations. Additionally, traditional teaching methods have mainly been one-way lectures, making it challenging for students to master complex diagnostic techniques. In response to this challenge, this teaching practice study introduces a Blended Learning strategy, combining theoretical teaching with practical operations, and utilizing modern teaching tools such as simulated consultations and digital diagnostic devices to enhance students' learning outcomes. The aim of this teaching practice research is to explore the application and effectiveness of the blended learning methods in ''TCM Diagnostics'' education. It was implemented with medical students at China Medical University, combine using practical learning and the flipped classroom to strengthen students' practical skills and clinical reasoning abilities. The results of the study show that the blended learning method effectively promotes students' understanding and application of TCM diagnostics. Particularly in the teaching of the four diagnostic techniques, the combination of online courses, group discussions, and in-person classes significantly improved students' learning outcomes. Furthermore, the practical learning method not only enhanced students' motivation but also helped them deepen their theoretical understanding through hands-on practice. Overall, this study highlights the efficacy of the blended learning method in TCM diagnostics and offers valuable insights for development in TCM education.