Towards evidence-based practices in voice pedagogy / Prácticas vocales basadas en la evidencia

Voice pedagogy was initially based on an orally transmitted master-apprentice teaching-learning model, applying observational type of learning centred in the final artistic product. Since then, this model has been continuously replaced. Nowadays, the social organization of work in globalized economies has called for the need of rethinking education so that future generations can meet the demands of lifelong learners, who are skilful at using systems of information, who are flexible and adapt to the lack of stability at work, and who are able to make their own career opportunities. How can this be applied to voice pedagogy? This work aims at finding answers to these questions, further contributing to the discussion raised at the voice pedagogy round table of the 10th Pan-European Voice Conference, "Vocal Pedagogy - What do we need?". The rationale for reflective practices in voice education and for enhancing metacognitive skills in student's using evidence-based guided awareness is discussed. The provision of meaningful feedback and the use of a holistic approach to voice teaching are presented as means to meet individual needs of different types of learners. Problem-solving and student-centred teaching–learning models are proposed as key elements in developing reflective voice practitioners (AU)

Tradicionalmente la pedagogía de la voz se ha basado en un modelo de enseñanza-aprendizaje a partir de dominar la práctica transmitida oralmente, en la que se aplicaba un tipo de aprendizaje observacional centrado en el producto artístico final. Este modelo se ha ido sustituyendo constantemente con el tiempo. Actualmente, la organización social del trabajo en las economías globalizadas ha visto la necesidad de replantear la educación de forma que las generaciones futuras pueden responder a las necesidades de alumnos que aprenden de por vida, que destacan en el uso de habilidades de sistemas de información, que son flexibles y se adaptan a la falta de estabilidad en el trabajo, y que son capaces de manejar sus propias oportunidades de emprendimiento. ¿Cómo se puede aplicar todo esto a la pedagogía vocal? Este trabajo tiene como objetivo la búsqueda de respuestas a estas cuestiones, además de contribuir a la discusión que se generó en la 10th Pan European Voice Conference, «Pedagogía Vocal. ¿Qué necesitamos?». Se expone la lógica de usar prácticas reflexivas en la educación vocal y que realcen las habilidades metacognitivas del estudiante, al utilizar el conocimiento basado en la evidencia. La provisión de feedback significativo y el uso de un enfoque holístico en la enseñanza de la voz se presentan como los medios necesarios para responder a las necesidades individuales de los distintos aprendices. Los modelos de enseñanza basados en la resolución de problemas y en el aprendizaje centrado en el alumno se proponen como elementos clave a la hora de desarrollar profesionales de la voz conscientes, que son los que mejor cumplen con las demandas de conocimiento de las sociedades del siglo xxi (AU)

Caracterización de la enseñanza-aprendizaje del diagnóstico de anomalías dentomaxilofaciales en Sancti Spíritus. 2016 / Characterization of teaching-learning of the diagnosis of dentomaxillofacial anomalies in Sancti Spíritus. 2016

El diagnóstico de anomalías dentomaxilofaciales es una de las funciones del estomatólogo general, de allí la importancia de su enseñanza-aprendizaje con enfoque desarrollador. Objetivo: Caracterizar la enseñanza-aprendizaje del diagnóstico de anomalías dentomaxilofaciales en Sancti Spíritus. Metodología: Se realizó un estudio descriptivo transversal en la Universidad de Ciencias Médicas de Sancti Spíritus, se seleccionó una población de 6 profesores y 32 estudiantes de cuarto año de la carrera Estomatología en el curso 2014-2015. Se emplearon métodos del nivel teórico, empírico y estadístico con procedimientos matemáticos. Resultados: Predominó el reconocimiento por parte de estudiantes y profesores de la importancia de este contenido en la asignatura Ortodoncia de la carrera Estomatología, existe experiencia de los profesores, prevaleció la educación en el trabajo entre las formas organizativas del trabajo docente, concurren limitaciones para utilizar el diagnóstico pedagógico, precisar los objetivos, estructurar y controlar los contenidos en correspondencia con el método clínico, aplicar alternativas, lograr la implicación activa de los estudiantes durante las tareas docentes y, no siempre se realiza en relación con el contexto laboral del futuro profesional. Conclusiones: A pesar de haber fortalezas para la enseñanza-aprendizaje del diagnóstico de anomalías dentomaxilofaciales, se identificaron limitaciones que la alejan del enfoque desarrollador que debe caracterizar la didáctica contemporánea(AU)

The diagnosis of dentomaxillofacial anomalies is one of the functions of the general stomatologist, reason of the importance of it´s teaching-learning with a developer approach. Objective: To characterize the teaching-learning of the diagnosis of dentomaxillofacial anomalies in Sancti Spíritus. Methodology: A transversal descriptive study was carried out at the University of Medical Sciences of Sancti Spíritus. A population of 6 teachers and 32 students of the fourth year of the Stomatology career in the 2014-2015 academical year were selected. Methods of the theoretical, empirical and statistical level were used with mathematical procedures. Results: There was a prevalence of students 'and teachers' recognition of the importance of this content in the Orthodontics subject of the Stomatology career, there is experience among the teachers, prevailing education in work between organizational forms of teaching work, concurrent limitations to use the pedagogical diagnosis, specifying the objectives, structuring and controlling content in accordance with the clinical method, applying alternatives, achieving the active involvement of students during teaching tasks, and is not always performed in relation to the professional context of the future professional. Conclusions: In spite of having strengths for the teaching-learning of the diagnosis of dentomaxilofacial anomalies, limitations were identified that distance it from the developer approach that should characterize contemporary didactics(AU)

Prevalencia de estilos de aprendizaje de los estudiantes de primer semestre de tercero, cuarto y quinto año, y de estilos docentes de la carrera de Cinesiología, Universidad de Antofagasta Guido / Prevalence of the learning styles of students in the first semester of the third, fourth and fifth years, and of the teaching styles of the Bachelor’s Degree in Kinesiology, University of Antofagasta

Introducción. Este artículo caracterizó los estilos de aprendizaje y estilos docentes de estudiantes y docentes de la carrera de cinesiología, identificando los estilos de aprendizaje de 124 estudiantes y los estilos docentes de 21 docentes de dicha carrera, para proponer estrategias educativas que aporten al modelo pedagógico de la universidad y al mejoramiento del proceso de enseñanza y aprendizaje. Sujetos y métodos. Utilizando el cuestionario de estilos de aprendizaje de Honey-Alonso, y para describir los resultados, se consideró el baremo general de preferencia en estilos de aprendizaje de Alonso et al y las puntuaciones de los estudiantes según su nivel académico. Los estilos docentes fueron explorados mediante el cuestionario de estilos de enseñanza validado para Chile. Resultados. Los estilos de aprendizaje de los estudiantes son diferentes según su nivel académico, y son de predominio teórico-pragmático en tercer año, y activo-reflexivo en cuarto y quinto años. Los estilos docentes resultaron ser preferentemente formal y funcional, y favorecen los estilos de aprendizaje reflexivo y pragmático. Conclusiones. Los autores estiman que las modificaciones de los estilos de aprendizaje responden a las características del currículo y las características de los estilos docentes antes y después del tercer año, y a partir de los resultados propondrán al departamento las estrategias de enseñanza que aporten a la docencia y optimización de la calidad del proceso de enseñanza y aprendizaje de los estudiantes de la carrera (AU)

Introduction. This article characterises the learning and teaching styles of the students and the teaching staff in the Bachelor’s Degree in Kinesiology by identifying the learning styles of 124 students and the teaching styles of 21 members of the teaching staff of this degree course, with the aim of proposing educational strategies that contribute to the pedagogical model of the university and to improve the teaching and learning process. Subjects and methods. The Honey-Alonso learning styles questionnaire was utilised, and the results were described using the general scale of preference in learning styles of Alonso et al. and students’ scores according to their academic level. The teaching styles were explored by means of the teaching styles questionnaire, validated for Chile. Results. Students’ learning styles differ according to their academic level, and are predominantly theoretical-pragmatic in the third year and active-reflective in the fourth and fifth years. The teaching styles were preferably formal and functional and favour reflective and pragmatic learning styles. Conclusions. The authors estimate that the modifications of the learning styles are due to the characteristics of the curriculum and the characteristics of the teaching styles before and after the third year. From the results, they will propose, for consideration by the department, teaching strategies that contribute to teaching and optimise the quality of the teaching and learning process of the students of this degree course (AU)

[Science of Acupuncture and Moxibustion should include standards related to acupuncture and moxibustion].

The development of Science of Acupuncture and Moxibustion should be in accord with the trend of standardization and internationalization of the science of acupuncture and moxibustion. Based on the arrangement of chapters and sections in the textbook, 29 national standards, 6 standards or guidelines made by World Health Or- ganization(WHO) and 1 standard out of International Standardization Organization (ISO) are classified and intro- duced. It is suggested that the above contents should be considered as the evidence when the textbook is reedited. Also, it is proposed that humanization should be supplemented and the newest research findings should be traced.

[Supplementing the international acupuncture and moxibustion in bilingual teaching of Acupuncture and Moxibustion Science].

Bilingual teaching is a innovative method of higher education of China to gear the need of the world. Acupuncture and Moxibustion, a higher international TCM course, has been the model of bilingual teaching in many colleges and universities of TCM successively. To meet the aim and original intention of bilingual education in China, we have supplemented international acupuncture and moxibustion in teaching program for many years. The related contents about acupuncture and moxibustion of World Health Organization (WHO) and International Standardization Organization(ISO) have been added into the chapters of introduction, meridians and acupoints, the technology of acupuncture and moxibustion, the therapy of acupuncture and moxibustion. Teaching international acupuncture and moxibustion not only enlarges the international perspective of students, but also makes them more interested in learning Acupuncture and Moxibustion with a bigger sense of mission.

Luchas y pacificación en la historia de la kinesiologia americana / Struggles and pacification in the history of american kinesiology

En este artículo estudiamos la disputa epistemológica y pedagógica sobre la kinesiología/educación física que ha tenido lugar en las universidades de Estados Unidos desde 1990 hasta la actualidad. Hemos recogido el pensamiento de una muestra amplia de autores involucrados, con el propósito de obtener una visión de conjunto de un proceso que, de acuerdo con Morrow (2006), trata de esclarecer ¿de dónde venimos?, ¿qué somos?, ¿a dónde vamos? Tras el cotejo y análisis de la documentación más relevante concluimos que el periodo 1990-2013, caracterizado por una enconada pugna de paradigmas -en la que han estado implicados humanistas, positivistas, crosdisciplinaristas y subdisciplinaristas-, ha dado como resultado el dominio del paradigma integrador de Kretchmar (2007, 2008) (AU)

In this article we review the epistemological and pedagogical debate on Kinesiology and Physical Education that has been going on in the universities of the US from 1990 to the present. We have compiled the opinions of a wide sample of authors, with the intention of getting the most complete picture of a process that, according to Morrow (2006), seeks to answer the questions "where we come from, who we are, and where we are going". After comparing and analysing the most relevant documents, we conclude that the period 1990-2013, characterized by a bitter struggle between paradigms fought by humanists, positivists, cross-disciplinarists, and sub-disciplinarists, has revealed the eventual predominance of the integrative paradigm of Kretchmar (2007, 2008) (AU)

An Investigation into Dental Local Anaesthesia Teaching in United Kingdom Dental Schools.

AIM: To review the current teaching of the use and administration of local anaesthesia in United Kingdom dental schools, along with their local guidelines and protocols. METHODS: A qualitative and quantitative questionnaire was sent to sixteen UK dental schools to probe the methods of local anaesthetic teaching within each school. RESULTS: 14 of the 16 schools replied and the responses show a variety of practices being taught in the dental schools. 2% Lidocaine 1:80,000 Adrenaline is the first choice local anaesthetic solution for the majority of clinical situations. CONCLUSION: 2% Lidocaine with 1:80,000 Adrenaline remains the gold standard dental local anaesthetic with teaching about its safety and uses in all but a few situations. Most are taught the use of additional aids such as safety syringes and topical anaesthesia. There is variation with regards to the use of alternative anaesthetic agents.

Low-Fidelity Haptic Simulation Versus Mental Imagery Training for Epidural Anesthesia Technical Achievement in Novice Anesthesiology Residents: A Randomized Comparative Study.

BACKGROUND: There are many teaching methods for epidural anesthesia skill acquisition. Previous work suggests that there is no difference in skill acquisition whether novice learners engage in low-fidelity (LF) versus high-fidelity haptic simulation for epidural anesthesia. No study, however, has compared the effect of LF haptic simulation for epidural anesthesia versus mental imagery (MI) training in which no physical practice is attempted. We tested the hypothesis that MI training is superior to LF haptic simulation training for epidural anesthesia skill acquisition. METHODS: Twenty Post-Graduate Year 2 (PGY-2) anesthesiology residents were tested at the beginning of the training year. After a didactic lecture on epidural anesthesia, they were randomized into 2 groups. Group LF had LF simulation training for epidural anesthesia using a previously described banana simulation technique. Group MI had guided, scripted MI training in which they initially were oriented to the epidural kit components and epidural anesthesia was described stepwise in detail, followed by individual mental rehearsal; no physical practice was undertaken. Each resident then individually performed epidural anesthesia on a partial-human task trainer on 3 consecutive occasions under the direct observation of skilled evaluators who were blinded to group assignment. Technical achievement was assessed with the use of a modified validated skills checklist. Scores (0-21) and duration to task completion (minutes) were recorded. A linear mixed-effects model analysis was performed to determine the differences in scores and duration between groups and over time. RESULTS: There was no statistical difference between the 2 groups for scores and duration to task completion. Both groups showed similarly significant increases (P = 0.0015) in scores over time (estimated mean score [SE]: group MI, 15.9 [0.55] to 17.4 [0.55] to 18.6 [0.55]; group LF, 16.2 [0.55] to 17.7 [0.55] to 18.9 [0.55]). Time to complete the procedure decreased similarly and significantly (P = 0.032) for both groups after the first attempt (estimated mean time [SE]: group MI, 16.0 [1.04] minutes to 13.7 [1.04] minutes to 13.3 [1.04] minutes; group LF: 15.8 [1.04] minutes to 13.4 [1.04] minutes to 13.1 [1.04] minutes). CONCLUSIONS: MI is not different from LF simulation training for epidural anesthesia skill acquisition. Education in epidural anesthesia with structured didactics and continual MI training may suffice to prepare novice learners before an attempt on human subjects.

Immunoendocrine alterations following Marine Corps Martial Arts training are associated with changes in moral cognitive processes.

Combined physical and psychological stress events have been associated with exacerbated endocrine responses and increased alterations in immune cell trafficking when compared to exercise stress alone. Military training programs are rigorous in nature and often purposefully delivered in environments combining high levels of both physical and mental stress. The objective of this study was to assess physiological and cognitive changes following U.S. Marine Corps Martial Arts training. Seven active-duty, male Marines were observed during a typical Marine Corps Martial Arts training session. Immune parameters, including immunomodulatory cytokines, and hormone concentrations were determined from blood samples obtained at baseline, immediately post training (IP) and at 15min intervals post-training to 1h (R15, R30, R45, R60). Assessments of cognitive moral functioning (moral judgment and intent) were recorded at intervals during recovery. There were significant fluctuations in immunoendocrine parameters. Peak endocrine measures were observed within the IP-R15 time interval. Distributions of circulating immune cells were significantly altered with neutrophils and all lymphocyte subsets elevated at IP. IFN-γ and IL-17a exhibited small, non-significant, parallel increases over the recovery period. Moral functioning was informed by different social identities during the recovery resulting in changes in moral decision-making. These data demonstrate that the Marine Corps Martial Arts Program induces significant alterations in lymphocyte and leukocyte distributions, but does not shift the balance of Th1/Th2 cytokines or induce a systemic inflammatory response. The program does, however, induce alterations in moral decision-making ability associated with the observed endocrine responses, even suggesting a potential interaction between one's social identities and endocrine responses upon moral decision-making.

Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary.

Self-testing produces superior recall of both familiar and unfamiliar muscle information.

Dozens of studies have found learning strategies based on the "testing effect" promote greater recall than those that rely solely on reading; however, the advantages of testing are often only observed after a delay (e.g., 2-7 days later). In contrast, our research, which has focused on kinesiology students learning kinesiology information that is generally familiar to them, has consistently demonstrated that testing-based strategies produce greater recall both immediately and after a delay. In an attempt to understand the discrepancies in the literature, the purpose of the present study was to determine if the time-related advantages of a testing-based learning strategy vary with one's familiarity with the to-be-learned information. Participants used both read-only and testing-based strategies to repeatedly study three different sets of information: 1) previously studied human muscle information (familiar information), 2) a mix of previously studied and previously unstudied human muscle information (mixed information), and 3) previously unstudied muscle information that is unique to sharks (unfamiliar information). Learning was evaluated via free recall assessments administered immediately after studying and again after a 1-wk delay and a 3-wk delay. Across those three assessments, the read-only strategy resulted in mean scores of 29.26 ± 1.43, 15.17 ± 1.29, and 5.33 ± 0.77 for the familiar, mixed, and unfamiliar information, respectively, whereas the testing-based strategy produced scores of 34.57 ± 1.58, 16.90 ± 1.31, and 8.33 ± 0.95, respectively. The results indicate that the testing-based strategy produced greater recall immediately and up through the 3-wk delay regardless of the participants' level of familiarity with the muscle information.

Hannelore Wass: Insights Into Creative Teaching and Other Ways of Knowing When Facing Aging and Mortality.

Art is about freeze framing life and making it available for contemplation. This article describes creative strategies for teaching meaning-making and critical thinking through the use of imagery and the visual arts and how they have been influenced by the wisdom and guidance of Dr. Hannelore Wass. Dr. Wass's passion for encouraging death educators to explore "other ways of knowing" is reflected in the connections between visual imagery and topics such as caregiving, aging, self-care, and professional boundaries. The group known as Women in Thanatology as a mechanism for professional mentoring and support is described, including Dr. Wass's role in its history and evolution.

[Application of PBL method and LBL method in the teaching of Acupuncutre and Moxibustion].

In order to improve teaching lever and explore teaching approach, the feasibility study on the combination of the problembased learning method CPBL) and the lecture-based learning method (LBL) was conducted in the teaching of Acupuncture and Moxibustion. The 2010 undergraduates in the major of clinical integrated Chinese and western medicine of five years were randomized into a PBL and LBL group and a LEL group. In the first semester, according to the basic teaching requirement, LBL was used to accomplish the teaching of basic theory. In the internship teaching section, the different teaching method was applied. In the PBL and LEL group, PEL was used, and in the LBL group, LBL was given. At the end of semester, the examination results of the theory learning and medical cases learning were evaluated. The questionnaire was summarized in the teachers and students. The final examination result of theory learning was not different significantly between the two groups (P >0. 05), but the result of medical cases learning in the PEL and LEL group was better than that in LEL group (84. 47±10. 72 vs 76. 00±9. 97, P<0. 05). The questionnaire for the students and teachers indicated that the result of PEL and LEL combined method was higher than that of LEL method (86. 27±8. 36 vs 56. 00±14. 59, P< 0. 01; 45. 89±3. 68 vs 36. 61±6. 41, P<0. 0l), indicating that the combined method of PBL and LEL is feasible in teaching of Acupuncture and Moxibustion and the teaching outcome is superior to the simple LBL, which provides the new approach to the teaching reform.

A mobile hospice nurse teaching team's experience: training care workers in spiritual and existential care for the dying - a qualitative study.

BACKGROUND: Nursing home and home care nursing staff must increasingly deal with palliative care challenges, due to cost cutting in specialized health care. Research indicates that a significant number of dying patients long for adequate spiritual and existential care. Several studies show that this is often a source of anxiety for care workers. Teaching care workers to alleviate dying patients' spiritual and existential suffering is therefore important. The aim of this study is to illuminate a pioneering Norwegian mobile hospice nurse teaching team's experience with teaching and training care workers in spiritual and existential care for the dying in nursing homes and home care settings. METHODS: The team of expert hospice nurses participated in a focus group interview. Data were analyzed using a phenomenological hermeneutical method. RESULTS: The mobile teaching team taught care workers to identify spiritual and existential suffering, initiate existential and spiritual conversations and convey consolation through active presencing and silence. The team members transferred their personal spiritual and existential care knowledge through situated "bedside teaching" and reflective dialogues. "The mobile teaching team perceived that the care workers benefitted from the situated teaching because they observed that care workers became more courageous in addressing dying patients' spiritual and existential suffering. DISCUSSION: Educational research supports these results. Studies show that efficient workplace teaching schemes allowexpert practitioners to teach staff to integrate several different knowledge forms and skills, applying a holisticknowledge approach. One of the features of workplace learning is that expert nurses are able to guide novices through the complexities of practice. Situated learning is therefore central for becoming proficient. CONCLUSIONS: Situated bedside teaching provided by expert mobile hospice nurses may be an efficient way to develop care workers' courage and competency to provide spiritual and existential end-of-life-care. Further research is recommended on the use of mobile expert nurse teaching teams to improve nursing competency in the primary health care sector.

Let's 'play' with molecular pharmacology.

BACKGROUND: Understanding concepts of molecular mechanisms of drug action involves sequential visualization of physiological processes and drug effects, a task that can be difficult at an undergraduate level. Role-play is a teaching-learning methodology whereby active participation of students as well as clear visualization of the phenomenon is used to convey complex physiological concepts. However, its use in teaching drug action, a process that demands understanding of a second level of complexity over the physiological process, has not been investigated. We hypothesized that role-play can be an effective and well accepted method for teaching molecular pharmacology. METHODS: In an observational study, students were guided to perform a role-play on a selected topic involving drug activity. Students' gain in knowledge was assessed comparing validated pre- and post-test questionnaires as well as class average normalized gain. The acceptance of role-play among undergraduate medical students was evaluated by Likert scale analysis and thematic analysis of their open-ended written responses. RESULTS: Significant improvement in knowledge (P < 0.001) was noted in the pre- to post-test knowledge scores, while a high gain in class average normalized score was evident. In Likert scale analysis, most students (93%) expressed that role-play was an acceptable way of teaching. In a thematic analysis, themes of both strengths and weaknesses of the session emerged. DISCUSSION: Role-play can be effectively utilized while teaching selected topics of molecular pharmacology in undergraduate medical curricula.

Training for prescribing in-office and home phototherapy.

BACKGROUND/PURPOSE: One reason phototherapy use is lacking in the United States may be inadequate phototherapy education during dermatology training. The purpose of this study was to estimate the level of dermatology resident training with prescribing phototherapy and to see whether inadequate education may be contributing to the underuse of phototherapy in the United States. METHODS: A questionnaire was developed to assess resident education and comfort with prescribing phototherapy from the resident perspective. Botulinum toxin and radiation therapy training were used as positive and negative controls, respectively. Responses were tabulated and comparisons made using Fisher's exact test and Cochran-Armitage trend test. RESULTS: A total of 88 residents responded. 42% and 81% of respondents reported not receiving didactic education on prescribing in-office and home phototherapy, respectively, compared to 13% for botulinum toxin and 91% for radiation therapy. 29% and 76% reported not being comfortable prescribing in-office and home phototherapy, respectively, compared to 36% for botulinum toxin and 91% for radiation therapy. Phototherapy education satisfaction was positively correlated with comfort of prescribing, and comfort prescribing was positively correlated with actual prescribing of phototherapy. CONCLUSIONS: Training for prescribing phototherapy is lacking. Augmenting phototherapy training may help make home phototherapy more accessible for patients.

[Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.