APPLICATION OF A PAD CLASS INTEGRATED WITH CBL TEACHING MODEL IN CULTIVATING TCM CLINICAL THINKING IN CHINESE MATERIA MEDICA

This study tackles the challenge of cultivating clinical thinking in Chinese Materia Medica education by integrating the Presentation-Assimilation-Discussion (PAD) Class model with Case-Based Learning (CBL). A teaching framework was structured around the "Lecture–Self-study–Reflection–Discussion–Evaluation" pathway, incorporating CBL cases distinguished by their typicality, authenticity, progressive complexity, and heuristic value. The alternating-class PAD approach was implemented to strengthen students' capacity to connect TCM theory, diagnosis, formulation, and herb application in clinical reasoning. A multifaceted evaluation system integrating process and outcome assessments was established, complemented by a TCM teaching clinic as a secondary learning platform to bridge theoretical knowledge and practical application. The model significantly enhanced student engagement and proficiency in syndrome differentiation and treatment. Future initiatives will prioritize the optimization of case libraries, advancement of teacher training, and exploration of AI-supported personalized learning pathways to inform innovative reforms in TCM curriculum design.