Modern Chinese medicine higher education is the inevitable result and important symbol of the development and progress of Chinese medicine. We can't talk about the progress of higher education of traditional Chinese medicine simply from the history and present situation. It needs scientific and objective evaluation, and more importantly, it needs to think about how to organically combine apprenticeship education with Chinese medicine higher education to jointly promote the cultivation of Chinese medicine talents, which is conducive to the development of Chinese medicine.

Correctly understanding and grasping the relationship between apprenticeship education and higher Chinese medicine education is inseparable from grasping the five essential elements of Chinese medicine: scientificity, experience, culture, originality and industrialization.

The cultivation of TCM talents and even the development of TCM are closely related to the education of teachers. At present, there is a view that the current higher education of traditional Chinese medicine is not as good as the traditional apprenticeship education in talent training. In my opinion, this view lacks scientific basis to some extent. Modern Chinese medicine higher education is the inevitable result and important symbol of the development and progress of Chinese medicine. We can't talk about the progress of higher education of traditional Chinese medicine simply from the history and present situation. We need to evaluate the higher education of Chinese medicine scientifically and objectively, and we should also think about how to organically combine the apprenticeship education with the higher education of Chinese medicine to jointly promote the cultivation of Chinese medicine talents, which is conducive to the development of Chinese medicine.

What is a "teacher"

To understand what a teacher is, we can talk about teacher inheritance first. My understanding of university teachers;

The first word is love, education is a career full of love, and love is the source of all education. Every teacher should be full of love for this profession, for this profession, and especially for students. This is why higher education should put special emphasis on student-centered, insisting on all for students, all for students and all for students; We should consider students' today as well as their tomorrow. We should not only consider students' professional development, but also consider their comprehensive quality. This is the real student-centered. This core idea should not only be integrated into professional teaching, but also into all aspects of management and service education.

The second word is Bo, which means knowledgeable and versatile. Without profound knowledge, university teachers will not accumulate wealth and learn from one thing to another. How can they teach a good lesson? Teachers who teach the basic theory of traditional Chinese medicine should have solid theoretical knowledge, be familiar with the classics and thinking methods of traditional Chinese medicine, and have a profound humanistic foundation. This is what I advocate: implementing the "A+B+C" plan and running through the "Chinese Medicine+"thinking. At present, some teachers have the problem of knowledge fragmentation and over-specialization in teaching, which is not conducive to the development of higher education and teaching.

The third is the spirit of lighting candles. What college teachers need more is the spirit of lighting candles. Burning oneself and illuminating others is certainly a good educational spirit, but it is not necessarily a good teaching method. Every student has a candle in his heart. As a teacher, he needs to light the candle in his heart and ask the students to light the candle themselves and study actively.

Fourth, he is good at adhering to spiritual independence and freedom of thought, and integrating his own opinions and thinking in the process of education and teaching. University teachers should integrate their scientific research achievements, clinical experience and innovative thinking into the teaching process, not only how to talk about TCM classics and how to compile teaching materials, but also fully reflect the methods of how to talk and think. Only with innovative thinking can we cultivate students' innovative thinking.

Master is different from doctor.

The so-called learning from teachers means passing on our teachers. The combination of virtue and art, rich in theory and experience, is the universal evaluation standard for famous and old Chinese medicine practitioners at present, which has become the baton of higher Chinese medicine education to a certain extent and an important basis for teacher education. So, what is the difference between a master's degree and a doctor?

First, the therapist is doing repetitive work every day, year after year, day after day. A master should be "better every day, better every day, better every day". He should make creative things in the field of Chinese medicine, have innovative thinking and produce creative results.

Second, doctors put more emphasis on clinic and practice, but lack extensive theoretical knowledge, creative and pioneering thinking, engaging in specific work and abstract thinking every day. "Metaphysics refers to Tao, while metaphysics refers to apparatus." The doctor stays at the level of apparatus, while the master pursues the realm of Tao.

Third, the doctor picks melons in the field every day, but the master doesn't pick many melons. More often, he lifts the vines in the field.

Fourth, the doctor calculates countless numbers every day, while the master gives a score.

Fifth, doctors think about patients and diseases every day, while masters think not only about diseases, but also about health and life.

Sixth, doctors are often satisfied with their skills and feel how great they are, while the master just smiles indifferently when clapping his hands every day.

Dialectical view of mentoring education

In the past, the primary way to train TCM talents was to learn from teachers. Mentoring education has the following advantages: first, students learn from teachers, and their attitudes are generally correct, pious and studious; Second, it can be early clinical, multi-clinical and repeated, which is more in line with the law of TCM talent training; Third, students' daily contact is more conducive to the inheritance of teachers' medical ethics, ideas, methods and experiences.

Then, with the development of higher education of traditional Chinese medicine today, can mentoring education still be the main mode of talent training? The answer is obviously no, it is true that we need to inherit the subject of Chinese medicine, the basic theoretical system of Chinese medicine and the way of thinking based on syndrome differentiation and treatment, which still play a very important role today. However, the requirements for talent training in each era are different. 2 1 century today, the subject connotation of Chinese medicine is different from before, and the demand for Chinese medicine talents in society is also different. The training of talents in every era is branded and characterized by this era, which is based on the requirements of this era for talents.

Now, western medicine has become the main medicine in the world, but in China, it still adheres to the principle of paying equal attention to both Chinese and western medicine. It is an objective fact that western medicine far exceeds Chinese medicine in the number of personnel training, the scale of hospitals and the number of services for patients. With the coexistence of Chinese and Western medicine, we need to seriously consider how to treat the current situation and problems of Chinese medicine higher education and how to objectively evaluate the advantages and disadvantages of apprenticeship education and Chinese medicine higher education. How can we really integrate mentoring education into the higher Chinese medicine education system and give play to the benign effect of mutual assistance? This is the key point that we need to pay attention to.

Correctly understanding and grasping the relationship between apprenticeship education and higher Chinese medicine education can not be separated from grasping the five essential elements of Chinese medicine. The first is science. Traditional Chinese Medicine is a unique medicine in China. Traditional Chinese medicine is not a simple skill inheritance. You can't become an excellent traditional Chinese medicine simply by learning from others. Only through standardized and systematic study and training can we lay a solid foundation for the basic theory of traditional Chinese medicine, and we can have a clear mind and a well-written work. The second is empiricism. Traditional Chinese medicine is empirical medicine, which determines that "multi-clinic and repeated clinic" is the only way to train talents of traditional Chinese medicine, and this is precisely the advantage of apprenticeship education. The third is cultural characteristics. Traditional Chinese medicine culture is extensive and profound. People engaged in Chinese medicine should have solid basic knowledge of Chinese medicine, traditional philosophical thinking and Chinese medicine culture. This is true for people trained by teachers or trained people. The fourth is originality. The cultivation of TCM talents needs not only inheritance, but also innovation and development. The fifth is industry. Traditional Chinese medicine can not only cure diseases and save lives, but also promote the development of a local industry. Around the five essential attributes of Chinese medicine, we can get a basic scientific attitude, that is, we should objectively evaluate the differences between the two kinds of education and see their respective advantages and disadvantages. Don't look down on higher education of Chinese medicine just because you have a teacher, and don't look down on folk Chinese medicine and teachers just because you are from higher education of Chinese medicine.

What is the connotation of mentoring education?

What should teacher education inherit? I think:

First, teachers should inherit medical ethics. Undeniably, the current medical background and social environment have a great influence on the value pursuit of medical students. Teachers' first priority is medical ethics education. The so-called high school is a teacher and the teacher's morality is a model. We should make it clear that as doctors, the most important thing is medical ethics, benevolence and sincerity.

Second, we should learn from the clinical experience of doctors. In my opinion, this is an extremely important content in Chinese medicine culture, and it is also something lacking in Chinese medicine education at present. We must do a good job in the inheritance of teachers' clinical experience and medical skills, and always pay attention to teachers' medical experience, clinical dialectical thinking and unique skills. What does it take to deliver these things? We must rely on what we hear, on constant accumulation, on hard work, on meditation and constant practice.

Third, we should learn the thinking theory of doctors. Some teachers have theories, some have unique academic viewpoints, some have formed systematic academic thoughts, and some may have formed unique academic schools in the process of inheritance. In the process of inheritance, we should grasp this kind of experience inheritance, especially the thinking method of famous old Chinese medicine practitioners. For example, the "six-step method" I compiled for Sun Guangrong, a master of traditional Chinese medicine, is a key six-step method, starting from listening, listening and asking questions, to dialectical thinking of traditional Chinese medicine, to treatment, to prescription and to medication. These ways of thinking have their own uniqueness, but how to innovate and develop in practice and keep pace with the times requires us to think and explore.

According to the training goal, everyone should receive standardized and standardized training. It is true that Gui Pei emphasizes the improvement of clinical ability, but as a highly educated master and doctoral student, he should pay attention to research and innovation while attaching importance to clinical practice, and should not be limited to standardized training. We should learn to combine the improvement of clinical ability with the deepening of research thinking, learn to really sort out and learn the academic thoughts and clinical experience of famous and old Chinese medicine practitioners, consult a large number of documents and constantly consolidate our own foundation. While doing these sorting and research work, we should cultivate the thinking mode of traditional Chinese medicine and realize theoretical innovation on the shoulders of predecessors. We should make good use of the clinical time after graduation, be good at thinking, summarizing, analyzing and improving, create innovation in practice and achieve a qualitative leap. This kind of learning should be able to realize the complementarity between discipline and mentoring.

How to follow a good teacher

How to follow a good teacher in the early clinical stage after graduation? In my opinion, the first one is the correct attitude. When you are with a teacher, you must be pious, have a correct attitude to learn from the teacher, and worship the teacher very piously. Second, follow the teacher with will. Many people don't come to see the teacher after finishing the teacher's work. They don't go to the clinic, report to the teacher or communicate. This is not correct. After learning from a teacher, you must have determination, will, action and persistence to learn well. Third, we should have a foundation with teachers. For example, Professor Xiong Jibai sees a doctor according to the thinking of Chinese medicine. Facing the same disease, he has different syndromes. According to the change of illness, I hope to ask for advice and treat according to syndrome differentiation. He has many patients and sees a doctor quickly. If you want to copy the prescription from him, without a solid theoretical foundation, you can't understand it at all and can't keep up. Therefore, we must practice solid internal strength. For example, a patient walks to the door, looks at his hair, mental state and posture, quickly observes the patient's problems, and finds and grasps the main symptoms and contradictions. Therefore, there is no way to follow a good teacher without a certain theoretical and clinical basis of traditional Chinese medicine.

Specifically, how to learn from teachers well, I summed it up as "more than six".

First, it is more clinical. During the postgraduate entrance examination, you can make a good plan and take at least half a day to study with the teacher every week. After three years, you will have great achievements.

Second, read more books. Take Wan Li Road and read thousands of books. Chinese medicine students should learn from teachers, think clinically and integrate theory with practice.

Third, communicate more. We should be good at seizing the opportunity to communicate with teachers and ask for advice with questions, which will get twice the result with half the effort.

Fourth, ask more questions. We should be good at finding problems, follow the teacher with problems, have a clear aim and achieve better results.

Fifth, we should think more. Graduate students should study more, think more, ponder more, and draw inferences from others.

Sixth, summarize more. If you want to be a good doctor, you must learn to sum up more and sum up constantly in your study. Students who practice with teachers should seriously study the teacher's attitude towards every medicine, every prescription and every patient, sum up and sublimate. Students are in the process of grasping this golden learning period, learning more and using more, and learning flexibly. We say that we should be content with being a man, uneasy about doing things and not knowing how to learn.

I hope it helps you.