ReviewJournal of evaluation in clinical practice2026
Clinical Teaching Models in Traditional Chinese Medicine: Historical Evolution and Contemporary Integration.
Review in Journal of evaluation in clinical practice, 2026. 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
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
1 citing paper in PubMed.
- Clinical Teaching Models in Traditional Chinese Medicine: Historical Evolution and Contemporary Integration.Journal of evaluation in clinical practice · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
rationaleTraditional Chinese Medicine (TCM) has developed a distinctive tradition of clinical teaching shaped by historical inheritance, institutional transformation and the modernization of medical education. Among its major teaching models, the master-apprentice system, the academy system and modern clinical rotations represent three key stages in the evolution of clinical training. However, these models are often examined separately, and an integrated understanding of their historical continuity and contemporary educational significance remains limited. AIMS AND
objectivesThis review aimed to examine the evolution of major clinical teaching models in TCM and to explore their implications for contemporary clinical education.
methodA narrative review with a historical-analytical perspective was conducted to analyse the origins, educational characteristics, strengths, limitations and modern transformation of the master-apprentice system, the academy system and the clinical rotation model.
resultsThe review indicates that the master-apprentice model has played a central role in transmitting tacit clinical knowledge, mentorship-based learning and individualized professional formation. The academy system promoted the institutionalization of TCM education by integrating classical learning, scholarly exchange and practical cultivation. Modern clinical rotations have strengthened structured supervision, practical competence and exposure to diverse clinical settings, making them essential to contemporary TCM education. Each model, however, also has limitations, including the low standardizability of apprenticeship, the historical constraints of academy-based teaching and the risk that overly standardized rotations may weaken the distinctive interpretive logic of TCM.
conclusionThe evolution of TCM clinical teaching reflects a process of educational adaptation in which continuity and reform coexist. Future TCM clinical education should integrate mentorship, institutional learning and competency-oriented practical training to cultivate clinically competent practitioners grounded in the intellectual traditions of TCM.
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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.