The Construction and Practice of the “Medicine-Teaching Collaboration” Teaching Model of TCM Diagnosis with the Goal of Improving TCM Clinical Thinking Ability

Clinical reasoning in traditional Chinese medicine (TCM) constitutes the core competency of TCM diagnosis and treatment. As a bridge course connecting foundational knowledge with clinical practice, the teaching quality of TCM diagnostics directly influences the development of students’ clinical reasoning skills. Addressing current challenges in TCM diagnostic practice teaching—such as disconnect between theory and practice and insufficient clinical reasoning development—the team established a “medical-educational synergy” teaching model. This model reinforces the educational philosophy of “early, frequent, and repeated clinical exposure” through four dimensions: curriculum restructuring, collaborative practice platform development, faculty integration, and assessment mechanism reform. Practice demonstrates that this model effectively enhances students’ abilities in integrating the four diagnostic methods, pattern differentiation analysis, and clinical decision-making, offering a new pathway for cultivating TCM professionals.