Integrating traditional apprenticeship and modern educational approaches in traditional Chinese medicine education.

BACKGROUND: The traditional apprenticeship system and modern educational models both contribute to traditional Chinese medicine (TCM) education in unique ways. This study aims to evaluate the advantages and disadvantages of these approaches and investigates their potential integration for optimal TCM teaching. METHODS: The study employs a comprehensive literature search strategy with specific keywords through Boolean Operators, focusing on articles discussing TCM education, sourced from the databases PubMed, Scopus, and CNKI. For comparative analysis, the study analyzes the advantages and disadvantages of three distinct approaches-traditional, modern, and hybrid-in TCM education. Finally, we use a spider plot methodology to visually evaluate across 11 critical educational aspects for these approaches. RESULTS: A comprehensive review of 70 articles on TCM education highlights the value of both conventional and modern approaches. Conventional methods often emphasize teacher-centered clinical training that aligns well with the apprenticeship model, serving to bridge formal academic learning with hands-on experience. Modern methods incorporate elements like technology and formal accreditation but caution that the absence of traditional apprenticeship could dilute core TCM principles. One recurring theme across multiple studies is the enduring importance of apprenticeship-a pedagogical cornerstone rooted in TCM's historical and cultural context-as well as its tension with modern methodologies that incorporate online resources and scientific frameworks. An integrated approach attempts to harmonize these strengths but reveals a gap in interactivity, suggesting that incorporating apprenticeship could offer a practical, hands-on method to improve student engagement. CONCLUSIONS: Conventional methods in TCM education emphasize teacher-centered clinical training akin to apprenticeship, modern methods incorporate technological advances and formal accreditation; however, the absence of traditional apprenticeship could compromise core TCM principles, and an integrated model, though striving to harmonize these elements, still falls short in the area of student interactivity.

The Shaman and Schizophrenia, Revisited.

This paper presents evidence that some-but not all-religious experts in a particular faith may have a schizophrenia-like psychotic process which is managed or mitigated by their religious practice, in that they are able to function effectively and are not identified by their community as ill. We conducted careful phenomenological interviews, in conjunction with a novel probe, with okomfo, priests of the traditional religion in Ghana who speak with their gods. They shared common understandings of how priests hear gods speak. Despite this, participants described quite varied personal experiences of the god's voice. Some reported voices which were auditory and more negative; some seemed to describe trance-like states, sometimes associated with trauma and violence; some seemed to be described sleep-related events; and some seemed to be interpreting ordinary inner speech. These differences in description were supported by the way participants responded to an auditory clip made to simulate the voice-hearing experiences of psychosis and which had been translated into the local language. We suggest that for some individuals, the apprenticeship trained practice of talking with the gods, in conjunction with a non-stigmatizing identity, may shape the content and emotional tone of voices associated with a psychotic process.

Dirty work: cultural iconography and working-class pride in industrial apprenticeships.

In the seemingly routine and the everyday, lie layers of cultural and social symbolism. So it is with dirt. This article examines the social and cultural roles of dirt within socialization practices in working-class industrial and ex-industrial communities. Drawn from oral history accounts with 46 former and current engineering apprentices, the discussion demonstrates dirt as a concept and a practicality, and how the idea of 'getting dirty' provided a cultural imagery used to renegotiate moral boundaries that devalue working class, masculine experiences and identities. Building on from the work of Skeggs (1997, 2004, 2011), it demonstrates the lived experience of value within the industrial workplace past and present. Through dirt, the role of cultural artefacts and iconography within working-class experience and workplace training is explored. Additionally, the role of a cultural icon like dirt in the intergenerational dialogues of workplace communities is given new attention. In doing so the article argues that while after decades of underinvestment in apprenticeships as a model for training in the UK, a recent resurgence in interest can go some way in overcoming the long-term effects of the loss of large-scale industrial work. However, the cultures of work attached to the apprenticeships of the past are, within deindustrialization, much more complicated to develop or recreate.

[Apprenticeship system of American NCCAOM Certification of acupuncture and oriental medicine].

The National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) is the only national institution for the accreditation of clinical practice of acupuncture and Oriental (Chinese) Medicine in the United States. Its qualification certificate or examination certificate is a mandatory document for 47 states and Washington, D.C. to issue the practice license. According to the latest information of the NCCAOM official website, this paper introduced the preceptor qualifications of the apprenticeship, studying hours, quality control, and the evaluation at the end of apprenticeship. The paper also discussed the enlightening and referential effects of the American system to apprenticeship policy in China.

Apprenticeship system of American NCCAOM Certification of acupuncture and oriental medicine / 中国针灸

The National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) is the only national institution for the accreditation of clinical practice of acupuncture and Oriental (Chinese) Medicine in the United States. Its qualification certificate or examination certificate is a mandatory document for 47 states and Washington, D.C. to issue the practice license. According to the latest information of the NCCAOM official website, this paper introduced the preceptor qualifications of the apprenticeship, studying hours, quality control, and the evaluation at the end of apprenticeship. The paper also discussed the enlightening and referential effects of the American system to apprenticeship policy in China.

The Influence of Traditional Chinese Medicine Apprenticeship Teaching Mode on Doctor' s Humanistic Ethics Thought / 中国医学伦理学

In Traditional Chinese Medicine apprentice education mode, the heritages of medical skills, medical principles and medical knowledge are three important components. The important component of medical knowledge is the inheritance and development of medical humanistic ethics. With the progress of medicine, the increase of ac-ademic exchange between China and the West, the inheritance of Traditional Chinese Medicine medical knowledge has become an indispensable part, and has attracted the attention both at home and abroad. Traditional Chinese Medicine apprenticeship mode in the new period is based on the education in colleges and schools and shows its u-nique superiority in the inheritance of medical humanistic ethics thought through famous doctors' studio, apprentice-ship and other methods.

"The role of ""academic community"" in promoting the construction of high-level teachers of traditional Chinese medicine" / 中华医学教育探索杂志

TCM higher education has cultivated a large number of high-level TCM professionals in the past sixty years.Against the backdrop of social progress in China,a system of cultivating faculty of TCM higher education has been put in place that features an organic link-up between college,after graduation and continuing education.Academic community serves as a starting point in the system.This paper mainly illustrates our understanding of academic community,life-long education through connecting the three phases and its implementation.