114027
论文已发表
注册即可获取德孚的最新动态
IF 收录期刊
- 3.4 Breast Cancer (Dove Med Press)
- 3.2 Clin Epidemiol
- 2.6 Cancer Manag Res
- 2.9 Infect Drug Resist
- 3.7 Clin Interv Aging
- 5.1 Drug Des Dev Ther
- 3.1 Int J Chronic Obstr
- 6.6 Int J Nanomed
- 2.6 Int J Women's Health
- 2.9 Neuropsych Dis Treat
- 2.8 OncoTargets Ther
- 2.0 Patient Prefer Adher
- 2.2 Ther Clin Risk Manag
- 2.5 J Pain Res
- 3.0 Diabet Metab Synd Ob
- 3.2 Psychol Res Behav Ma
- 3.4 Nat Sci Sleep
- 1.8 Pharmgenomics Pers Med
- 2.0 Risk Manag Healthc Policy
- 4.1 J Inflamm Res
- 2.0 Int J Gen Med
- 3.4 J Hepatocell Carcinoma
- 3.0 J Asthma Allergy
- 2.2 Clin Cosmet Investig Dermatol
- 2.4 J Multidiscip Healthc
已发表论文
基于整体论的混合式学习模式对中医专业学生医学免疫学的影响：一项比较调查研究
Authors Ma Y , Wang B, Jiang Y, Cao Q, Hu T, Luan X
Received 17 September 2025
Accepted for publication 16 December 2025
Published 23 December 2025 Volume 2025:16 Pages 2397—2407
DOI https://doi.org/10.2147/AMEP.S563848
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 3
Editor who approved publication: Dr Md Anwarul Azim Majumder
Yanchao Ma, Bin Wang, Yuzhu Jiang, Qizhi Cao, Tao Hu, Xiying Luan
Department of Immunology, Binzhou Medical University, Yantai, Shandong, People’s Republic of China
Correspondence: Xiying Luan, Department of Immunology, Binzhou Medical University, Guanhai Road 346, Yantai, Shandong, People’s Republic of China, Email xiying_luan@163.com
Objective: Due the concept of medical immunology is abstract and difficult to align with the “holism and balance of Yin and Yang” in traditional Chinese medicine (TCM), students feel intimidated and have weak identification with it. This study has constructed a “holism-based blended teaching model” and verified its promoting effect on knowledge, grades, and professional identification.
Methods: A cross-sectional study design was adopted. A blended teaching method based on the Zhihuishu platform was used to survey 201 students majoring in TCM. The data were collected through the Wenjuanxing scale and analyzed using descriptive statistical methods. Additionally, an independent t-test was used to compare the academic performance of the blended learning group (Grades 2019– 2022) and the traditional learning group (Grades 2018).
Results: More than 85% of the students were able to integrate knowledge such as T cell dual signals and complement modulation within the framework of balance between Yin and Yang. In the experimental group, 16.29% scored above 90 points, 41.63% scored between 80 and 89 points, which were significantly better than those of the control group (3.57% and 20.41%). Moreover, 92.04% approved of the model, and 76.61% believed it enhanced professional qualities. 76.6% deepened their understanding of the overall perspective, and 82.4% were willing to adopt a combination of traditional and modern medicine thinking.
Conclusion: The research results indicate that this blended teaching method helps students better integrate the holism of TCM to understand immunology knowledge. Moreover, the students’ self-study abilities and academic performance have also significantly improved. These findings enable the basic knowledge of immunology to better serve the training of professionals in TCM.
Keywords: traditional Chinese medicine, medical immunology, blended learning, holism
Department of Immunology, Binzhou Medical University, Yantai, Shandong, People’s Republic of China
Correspondence: Xiying Luan, Department of Immunology, Binzhou Medical University, Guanhai Road 346, Yantai, Shandong, People’s Republic of China, Email xiying_luan@163.com
Objective: Due the concept of medical immunology is abstract and difficult to align with the “holism and balance of Yin and Yang” in traditional Chinese medicine (TCM), students feel intimidated and have weak identification with it. This study has constructed a “holism-based blended teaching model” and verified its promoting effect on knowledge, grades, and professional identification.
Methods: A cross-sectional study design was adopted. A blended teaching method based on the Zhihuishu platform was used to survey 201 students majoring in TCM. The data were collected through the Wenjuanxing scale and analyzed using descriptive statistical methods. Additionally, an independent t-test was used to compare the academic performance of the blended learning group (Grades 2019– 2022) and the traditional learning group (Grades 2018).
Results: More than 85% of the students were able to integrate knowledge such as T cell dual signals and complement modulation within the framework of balance between Yin and Yang. In the experimental group, 16.29% scored above 90 points, 41.63% scored between 80 and 89 points, which were significantly better than those of the control group (3.57% and 20.41%). Moreover, 92.04% approved of the model, and 76.61% believed it enhanced professional qualities. 76.6% deepened their understanding of the overall perspective, and 82.4% were willing to adopt a combination of traditional and modern medicine thinking.
Conclusion: The research results indicate that this blended teaching method helps students better integrate the holism of TCM to understand immunology knowledge. Moreover, the students’ self-study abilities and academic performance have also significantly improved. These findings enable the basic knowledge of immunology to better serve the training of professionals in TCM.
Keywords: traditional Chinese medicine, medical immunology, blended learning, holism