ArticleFrontiers in public health2025
The evolution of traditional Chinese medicine education policies in China: themes, characteristics, and experiences-a historical institutionalism analysis based on 197 policy texts.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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Who cites it
1 citing paper in PubMed.
- Internationalizing Chinese Medicine Education Across Selected Settings: A Critical Integrative Review and Six-Domain Framework for Curriculum Negotiation.Advances in medical education and practice · 2026Review
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Authors and funding
4 authors.
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Abstract
Background: This study examines the historical evolution of Chinese TCM education policies since 1949, analyzing the characteristics of each developmental stage, their underlying driving mechanisms, and their implications for modernizing traditional medical education. Methods: A mixed-methods approach was employed, combining quantitative content analysis (using NVivo) of 197 policy documents with qualitative analysis grounded in historical institutionalism. Results: The evolution is categorized into four distinct stages: 1949-1977, 1978-1999, 2000-2011, and 2012-present. This progression follows a trajectory from "standardization" to "distinctiveness," then to "systematization," and finally toward "internationalization." Key driving mechanisms include path dependence and responses to critical junctures. Conclusion: Changes in TCM education policy arise from the interplay of national strategic needs, cultural heritage preservation, and global competition. Future reforms should prioritize strengthening clinical practice education, enhancing cultural protection within the curriculum, and fostering cross-disciplinary collaboration. This study offers an institutional paradigm for modernizing traditional knowledge systems.
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