This study elaborates on the teaching reform of the "Five-year Traditional Chinese Medicine Talent Training Program for Traditional Chinese Medicine (Orthopedics Direction)" implemented by Department of Orthopedics in Guangzhou University of Chinese Medicine, including curriculum reform (restructuring courses, emphasizing Lingnan characteristics, and combining medical sciences with martial arts) and teaching model reform (increasing mentorship and learning from teachers, arranging one mentor for every two students, and assigning one teaching team leader for every 5-6 groups). A questionnaire survey conducted among the students of the classes 2022 and 2023 in the five-year TCM talent training program for traditional Chinese medicine (TCM) majors (orthopedics direction) showed that 86.25% (69/80) of the students were satisfied with the mentorship model of "arranging one mentor for every two students", and 87.50% (70/80) of the students agreed that "the assignment of a teaching team leader can help to control teaching intensity". In terms of restructuring the curriculum system, 90.00% (72/80) of the students believed that the establishment of characteristic teaching courses could help to stimulate the enthusiasm for exploring TCM sciences, and 88.75% (71/80) of the students recognized the unique integration of textbooks, believing that it could help to understand the Lingnan school of Orthopedics. In terms of professional qualities, 90.00% (72/80) of the students agreed that the learning model of "systematic education+learning from teachers" could significantly help with the integration of knowledge, and 88.75% (71/80) of the students suggested that this model could stimulate the interest in specialized knowledge fields and motivate students to learn independently. In terms of apprenticeships with teachers, 85.00% (68/80) of the students reported that they could receive answers from teachers when asking questions, and 93.75% (75/80) of the students believed that early apprenticeship with a teacher was necessary. Some students still had a lack of understanding of learning TCM Qigong methods and believed that continuous practice took up too much personal time, failing to cultivate a good thinking of "the combination of medical sciences and martial arts", and they also believed that there were still limited opportunities for practice. The results show that the teaching model of "systematic education+learning from teachers" helps to improve the degree of satisfaction among students and cultivate clinical skills and professional qualities.

This study elaborates on the teaching reform of the "Five-year Traditional Chinese Medicine Talent Training Program for Traditional Chinese Medicine (Orthopedics Direction)" implemented by Department of Orthopedics in Guangzhou University of Chinese Medicine, including curriculum reform (restructuring courses, emphasizing Lingnan characteristics, and combining medical sciences with martial arts) and teaching model reform (increasing mentorship and learning from teachers, arranging one mentor for every two students, and assigning one teaching team leader for every 5-6 groups). A questionnaire survey conducted among the students of the classes 2022 and 2023 in the five-year TCM talent training program for traditional Chinese medicine (TCM) majors (orthopedics direction) showed that 86.25% (69/80) of the students were satisfied with the mentorship model of "arranging one mentor for every two students", and 87.50% (70/80) of the students agreed that "the assignment of a teaching team leader can help to control teaching intensity". In terms of restructuring the curriculum system, 90.00% (72/80) of the students believed that the establishment of characteristic teaching courses could help to stimulate the enthusiasm for exploring TCM sciences, and 88.75% (71/80) of the students recognized the unique integration of textbooks, believing that it could help to understand the Lingnan school of Orthopedics. In terms of professional qualities, 90.00% (72/80) of the students agreed that the learning model of "systematic education+learning from teachers" could significantly help with the integration of knowledge, and 88.75% (71/80) of the students suggested that this model could stimulate the interest in specialized knowledge fields and motivate students to learn independently. In terms of apprenticeships with teachers, 85.00% (68/80) of the students reported that they could receive answers from teachers when asking questions, and 93.75% (75/80) of the students believed that early apprenticeship with a teacher was necessary. Some students still had a lack of understanding of learning TCM Qigong methods and believed that continuous practice took up too much personal time, failing to cultivate a good thinking of "the combination of medical sciences and martial arts", and they also believed that there were still limited opportunities for practice. The results show that the teaching model of "systematic education+learning from teachers" helps to improve the degree of satisfaction among students and cultivate clinical skills and professional qualities.

Objective To explore the best in vitro PICC measurement in children with blood cancer. Methods 70 cases of hematology-oncology patients who aged from 1 to 7 years old from June,2009 to July, 2010 in Pediatric Hematology Oncology were selected and divided randomly into the control group and the observation group with 35 cases in each group. The measurement of the control group was from the pre-puncture point along the vein to the right chest acromioclavicular joint, the measurement of the observation group was from the pre-puncture point along the vein to 1cm below the right chest acromioclavicular joint. Results The rate of PICC placed in the lower superior vena cava was 94.29% in the observation group, and 57.14% in the control group, the difference was significant. Conclusions For children patients aged from 1 to 7 years old with blood cancer, PICC catheter length measurement from the prepuncture point along the vein to 1cm below the right chest acromioclavicular joint, can improve accuracy for the PICC into the lower superior vena cava.