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Development and delivery of an evidence-based medicine programme for Traditional Chinese Medicine students using an international collaborative approach: An action research project

Development and delivery of an evidence-based medicine programme for Traditional Chinese Medicine students using an international collaborative approach: An action research project
Development and delivery of an evidence-based medicine programme for Traditional Chinese Medicine students using an international collaborative approach: An action research project

Introduction: Evidence based medicine (EBM) is increasingly embraced by complementary and alternative medicine. Academics from China, Australia and UK developed a Summer School EBM course for Traditional Chinese Medicine (TCM) students in China. Methods: An action research approach was used to evaluate the effects of an international collaborative approach to improve learning and teaching. A systematic analysis of an EBM course conducted in 2015 with (66) students and (16) teacher/assistants was used to inform the 2016 course design. Before and after implementation of the 2016 course, (10) teacher/assistant and (20) student pre-/post-course survey responses were recorded to measure attitudes, knowledge and intention to apply EBM in TCM practice. Focus groups, teachers’ diaries, field notes and survey data were analysed using descriptive statistics for quantitative data and thematic analysis for qualitative data. Results: Changes made in the 2016 course include changing topic focus, catering for different language abilities and varying the learning format. Students and teachers found the course engaging and relevant. Chinese teachers adopted interactive teaching methods and believed they improved student engagement and learning. Teachers reported teaching EBM to TCM students in English was challenging but benefited from the experience. Students embraced the concepts of EBM and performed beyond their and their teachers’ expectations. Conclusions: Cross-cultural collaboration in teaching a culturally challenging topic in a foreign language using unfamiliar teaching methods is demanding However, utilisation of an action research model can result in positive student evaluation and change in teacher beliefs and practice through sharing reflections and ideas.

Action research, Education, Evidence based medicine, Integrative medicine, Medical education, Traditional Chinese Medicine
1876-3820
98-105
Caldwell, Patrina Ha Yuen
ebbefe66-d846-4bdb-8a50-1fe828a84991
Lai, Lily
4ad55f3d-3e0c-4faa-a981-cbbbb4319811
Li, Xun
393ace3b-1536-4e4f-ba57-436c63cf1c79
Fei, Yutong
38d05d9e-30d7-48b4-b86d-768abefede0c
Cao, Huijuan
36834085-4d53-4cae-9f71-cd8c11dc9f21
Sun, Jin
06da3d5f-93d0-4768-8e6b-4523fb48aa52
Liang, Ning
18526f36-d37b-4145-b20c-0cb518853d74
Liu, Jianping
4699004b-2872-49f2-b2f9-f90a061a29db
Scott, Karen M.
87b7536e-9dbf-4bb5-b5fb-79e748286768
Caldwell, Patrina Ha Yuen
ebbefe66-d846-4bdb-8a50-1fe828a84991
Lai, Lily
4ad55f3d-3e0c-4faa-a981-cbbbb4319811
Li, Xun
393ace3b-1536-4e4f-ba57-436c63cf1c79
Fei, Yutong
38d05d9e-30d7-48b4-b86d-768abefede0c
Cao, Huijuan
36834085-4d53-4cae-9f71-cd8c11dc9f21
Sun, Jin
06da3d5f-93d0-4768-8e6b-4523fb48aa52
Liang, Ning
18526f36-d37b-4145-b20c-0cb518853d74
Liu, Jianping
4699004b-2872-49f2-b2f9-f90a061a29db
Scott, Karen M.
87b7536e-9dbf-4bb5-b5fb-79e748286768

Caldwell, Patrina Ha Yuen, Lai, Lily, Li, Xun, Fei, Yutong, Cao, Huijuan, Sun, Jin, Liang, Ning, Liu, Jianping and Scott, Karen M. (2018) Development and delivery of an evidence-based medicine programme for Traditional Chinese Medicine students using an international collaborative approach: An action research project. European Journal of Integrative Medicine, 20, 98-105. (doi:10.1016/j.eujim.2018.05.001).

Record type: Article

Abstract

Introduction: Evidence based medicine (EBM) is increasingly embraced by complementary and alternative medicine. Academics from China, Australia and UK developed a Summer School EBM course for Traditional Chinese Medicine (TCM) students in China. Methods: An action research approach was used to evaluate the effects of an international collaborative approach to improve learning and teaching. A systematic analysis of an EBM course conducted in 2015 with (66) students and (16) teacher/assistants was used to inform the 2016 course design. Before and after implementation of the 2016 course, (10) teacher/assistant and (20) student pre-/post-course survey responses were recorded to measure attitudes, knowledge and intention to apply EBM in TCM practice. Focus groups, teachers’ diaries, field notes and survey data were analysed using descriptive statistics for quantitative data and thematic analysis for qualitative data. Results: Changes made in the 2016 course include changing topic focus, catering for different language abilities and varying the learning format. Students and teachers found the course engaging and relevant. Chinese teachers adopted interactive teaching methods and believed they improved student engagement and learning. Teachers reported teaching EBM to TCM students in English was challenging but benefited from the experience. Students embraced the concepts of EBM and performed beyond their and their teachers’ expectations. Conclusions: Cross-cultural collaboration in teaching a culturally challenging topic in a foreign language using unfamiliar teaching methods is demanding However, utilisation of an action research model can result in positive student evaluation and change in teacher beliefs and practice through sharing reflections and ideas.

Full text not available from this repository.

More information

Accepted/In Press date: 1 May 2018
e-pub ahead of print date: 5 May 2018
Published date: 1 June 2018
Keywords: Action research, Education, Evidence based medicine, Integrative medicine, Medical education, Traditional Chinese Medicine

Identifiers

Local EPrints ID: 424877
URI: https://eprints.soton.ac.uk/id/eprint/424877
ISSN: 1876-3820
PURE UUID: 43161d72-950a-4297-b729-a6f29ad8cc50

Catalogue record

Date deposited: 05 Oct 2018 11:51
Last modified: 05 Oct 2018 11:51

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