ArticleBMC medical education2025
Exploring high-impact educational practices and educational achievements in TCM undergraduates.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
backgroundHigh-impact educational practices (HIPs) are increasingly recognized as crucial for enhancing learning achievements in higher education. The expansion of Traditional Chinese Medicine (TCM) education has brought educational quality into sharper focus. However, limited research exists on HIPs among TCM undergraduates. This study investigates the relationship between HIP participation and educational achievements in TCM students.
methodsIn September 2024, 210 TCM students at Beijing University of Chinese Medicine voluntarily completed a questionnaire. The study-specific questionnaire collected demographic data, participation records, and educational achievements. All 210 valid responses were analyzed using SPSS 20.0 for descriptive statistics, t-tests, and regression analysis.
resultsThe overall HIP participation rate was relatively low (19.06 ± 12.44). Practical activities had the highest participation rate (26.79 ± 15.79), while research activities were the lowest (14.49 ± 14.52). Participation in 10 of the 15 activities significantly improved educational achievements. These included three practical, four research, and three expanding activities. Notably, 'Study of classic works of TCM' (E4) had a significant positive impact on all dimensions of educational achievement (t = 2.36, p < 0.01). Additionally, 'Presiding over or participating in scientific research projects' (R3) significantly improved professional abilities (t = 2.72, p < 0.001). These two activities were identified as key HIPs for TCM students.
conclusionThe participation rate of Traditional Chinese Medicine students in HIPs is relatively low. Practical, expanding, and research activities closely related to the major positively impact educational achievements. Highly professional and challenging HIPs are key for TCM students seeking greater educational achievements.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.