Chinese medicine basic course examination reform involves the teacher providing some herbs and knowledge related to clinical practice and simple scientific research problems. Students select topics, access literature on their own, and design a complete experimental procedure to solve the problem. The design should be reasonable and have maneuverability. According to the experimental results, students are required to provide a comprehensive report focusing on the phenomena of the experiment and the analysis and discussion of the results. Additionally, the report includes aspects such as love for experimental equipment and attendance rate.
3 Chinese medicine basic course examination reform effect:
3.1 Improving students' learning ability and innovative thinking: Through writing small theses, students use journals to write theoretical, clinical, and experimental research reports, write research reviews, and realize resource sharing. Meanwhile, some excellent reviews encourage students to publish in journals. For example, a student from the 2002 class wrote "The Research Progress of Daochi Powder" which was adopted in the 2004 National Science Precriptions Academic Year, adding to the comprehensive score bonus. Creative thinking is currently the most lacking quality in domestic students. From primary school to high school or university, students are largely under exam-oriented education, with learning content coming from textbooks, greatly restricting innovative thinking. Examination reform provides students with creative opportunities. In topic composition, interactive teaching, and open-book exams, students can voice their opinions on certain issues. Adding the standard of "originality" encourages students to play each one’s ability and cleverness.
3.2 Raises higher requirements for teachers throughout the examination reform process. It requires teachers to be well aware of the course content and teaching material regarding the clinical manifestations of diseases, syndrome differentiation, and treatment drugs. Teachers need to have a rough estimate of issues raised by students in discussions and rapidly answer student questions. To achieve these points, teachers need extensive teaching and clinical experience to ensure the development of the curriculum. Under the drive of examination reform, teachers dare to go beyond the conventional, breaking the original mode to organize teaching. According to the basic demand of quality education, teachers boldly, rationally choose and adjust teaching content, adopting flexible and diverse teaching methods focusing on training students' theoretical thinking ability. Teachers should not only complete classroom instruction but also guide students, review papers, and mark experiments, thus improving the teachers' quality and teaching ability.
3.3 Promoting teaching reform and deepening the research of comprehensive examination pattern implementation. Implementing this liberates both teaching and learning from the shackles of exam-oriented education, greatly promoting comprehensive teaching reform. Innovation in teaching content substantially increases practical application; innovation in teaching mode lets students give full play to intellect on the podium, embodying interactive teaching; reform in teaching method prioritizes heuristic and discussion, cultivating students' thinking ability. A large number of educational reform achievements have been realized, such as Professor Yuan Zhenyi's group research result "Under the Network Environment the Precription Teaching Learning System Practice" receiving the Hunan Provincial Department of Education's "Hunan Province Higher Education Provincial Teaching Achievement Prize Third Place"; "Under the Network Environment the Precription Examination System Development and Application of Hunan University of Chinese Medicine" winning the "Teaching Achievement Award" and other awards.