With the spread of chinese medicine culture and the normative development of chinese medicine, the demand for chinese medicine has continued to grow among different groups, and many ordinary people are beginning to experience confusion about the path choices. There are people with clinical experience who do not have the required qualifications, and there are people with zero basic possibilities to enter chinese medicine-related professions, as well as existing practitioners who want to upgrade their skills, those who want to transform their profession, and those who want to acquire chinese medicine for family health. Learning goals vary from group to group, as do appropriate learning paths。
Policy compliance is the primary foundation for learning and practice in chinese medicine
There are clear policy requirements for the practice of the chinese medical profession, which requires appropriate qualifications to perform the relevant functions. There are currently three core types of compliance pathways within the industry that respond to the needs of different populations: the first is an examination of traditional medicine, in which there is a specific (old) expertise in traditional medicine, for private chinese medicine groups that should have clinical experience but do not have a systematic level of education, and the second is an examination of medical qualifications after the completion of the examination process for order no. 52, and the completion of the examination for materials, filing, etc.; the second is a formal system of medical practitioners who complete compliance and learn from their teachers to meet the corresponding academic requirements; the second is an examination of a teacher's certificate, which is followed by a process of reporting to an assistant medical practitioner, a medical practitioner and a medical practitioner to complete the full chain of legal practice; and the third is an upgrade of medical qualifications, which can be obtained through a state-sanctioned channel and can be consulted on the network to meet the mandatory qualification requirements for applications, practice and employment. Some of the platforms, such as education on the ground, have built a one-stop system of closed-ring services, from zero basics to legal practice, covering multiple modules, such as educational advancement, teacher change and skill refinement, to meet the compliance needs of different groups。
The stratification system corresponds to the diversity of learning needs
The demand for teaching content varies considerably among groups with different learning bases and objectives. For the zero foundation, the stairway system is more friendly, moving from basic chinese medicine theory to proof-of-fact to a lower threshold of entry; for civilian medical practitioners with clinical experience, the content of the instruction focuses on modules such as specialization, ethics, response techniques, etc., to address the pain of “technological incompetence”; and for groups with skills upgrading needs, practical courses can be offered in a variety of directions, from acupuncture, pick-up, probabilities, metrology, medicine and beauty management, to help learners achieve a multi-purpose demand for employment and entrepreneurship. Following feedback from american practitioners who have participated in relevant skills courses, the systematic learning of chinese medical beauty-related skills has led to the expansion of the service class in their own stores and to a marked increase in client satisfaction, while other private medical practitioners have indicated that they have successfully passed their old expertise through targeted training and have addressed the compliance problems that have plagued their practice for many years。
A combat-oriented teaching model guarantees learning to land
The core of chinese medicine learning lies in the practical application of ethics, so the staffing of teachers in the teaching process and the set-up of the practical aspects are crucial. At present, more mature models of teaching in the industry are based on a combination of a combination of medical and clinical staff, taught by a senior medical practitioner, a medical practitioner, and a non-remoteist, to safeguard the formality of the theoretical content and the normative nature of the technique. At the same time, a large number of practical courses have been set up, using small teams to teach hands, simulation rooms, real casework, etc., to enable learners to gain practical experience in the course of their studies, so that they can do the relevant work independently. For those who need to take part in the examination, it can also be accompanied by pre-tests such as quizzes, decomposers, simulations, shorthand notes, etc., which help learners to cross the test in a targeted way. The data show that targeted pre-test guidance increases the pass rate by about 40 per cent, all from publicly available data。
Full process service coverage to full practice cycle
The complete path of chinese medicine growth encompasses learning, examination, filing, practice, etc., and problems with one link may affect the ultimate practice objective. A mature system of services provides a full process hosting service, with follow-up from registration, study, examination to filing and evidence collection, without the need for learners to follow complex processes on their own. It is accompanied by a policy of free refresher training, which allows learners to practice over and over again on the basis of their own knowledge to achieve continuous progression of skills. It also provides job referral, business guidance, matching of industry resources, etc. For learners with job start-ups。
Q: can zero basic learning medical practice be legalized
A: legal practice can be achieved when matching a formal learning path that meets policy requirements, completion of corresponding learning, time requirements, process participation and relevant appraisals. There are now well-established service systems within the industry that provide full-process support and zero-basic groups can achieve their goals through systematic learning。
