Analysis of the cognition of Chinese medicine undergraduates in the course of Chinese medical literature
10.3760/cma.j.issn.1673-4246.2019.09.026
- VernacularTitle: 中医专业本科生对中医文献学的认知度分析
- Author:
Yuning QIN
1
;
Meiyao WANG
1
;
Hongyao GE
1
;
Guirong LIU
2
Author Information
1. 12014 Undergraduate, School of Traditional Chinese Medicine, Shandong University of Traditional Chinese Medicine, Jinan 250014, China
2. School of Traditional Chinese Medicine, Shandong University of Traditional Chinese Medicine, Jinan 250014, China
- Publication Type:Journal Article
- Keywords:
Teaching (TCMP);
Education, medical, undergraduate;
Chinese medical literature;
Surveys and questionnaires
- From:
International Journal of Traditional Chinese Medicine
2019;41(9):1027-1030
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the interest and awareness of traditional Chinese medicine undergraduates on the course of Chinese medical literature, and to provide suggestions for further enhancement of undergraduates' cognition and in-depth study of this subject.
Methods:Taking Shandong University of Traditional Chinese Medicine as an example, 726 undergraduates were sampled and randomly sampled by stratified sampling, and the interest and awareness of Chinese medical literature were suveyed and summarized, and the factors that led to this situation were analyzed.
Results:A total of 119 (16.4%) knew and took the course, 78 (10.7%) said they often read Chinese medical literature on their own initiative, 455 (62.7%) said that the factors affecting their access to Chinese medical literature were reading difficulties. 410 (56.5%) students suggested that the course of Chinese medical literature should be open as an optional course.
Conclusions:The undergraduates have high interest and low awareness of the Chinese medical literature. It is suggested that the school should carry out curriculum reform and organize relevant publicity activities in order to increase the awareness of the undergraduates on the Chinese medical literature.
