Exploring high-impact educational practices and educational achievements in TCM undergraduates

Abstract

Background: High-impact educational practices (HIPs) are increasingly recognized as crucial for enhancing learning achievements in higher education. The expansion of Traditional Chinese Medicine (TCM) education has brought educational quality into sharper focus. However, limited research exists on HIPs among TCM undergraduates. This study investigates the relationship between HIP participation and educational achievements in TCM students. Methods: In September 2024, 210 TCM students at Beijing University of Chinese Medicine voluntarily completed a questionnaire. The study-specific questionnaire collected demographic data, participation records, and educational achievements. All 210 valid responses were analyzed using SPSS 20.0 for descriptive statistics, t-tests, and regression analysis. Results: The overall HIP participation rate was relatively low (19.06 ± 12.44). Practical activities had the highest participation rate (26.79 ± 15.79), while research activities were the lowest (14.49 ± 14.52). Participation in 10 of the 15 activities significantly improved educational achievements. These included three practical, four research, and three expanding activities. Notably, 'Study of classic works of TCM' (E4) had a significant positive impact on all dimensions of educational achievement (t = 2.36, p < 0.01). Additionally, 'Presiding over or participating in scientific research projects' (R3) significantly improved professional abilities (t = 2.72, p < 0.001). These two activities were identified as key HIPs for TCM students. Conclusion: The participation rate of Traditional Chinese Medicine students in HIPs is relatively low. Practical, expanding, and research activities closely related to the major positively impact educational achievements. Highly professional and challenging HIPs are key for TCM students seeking greater educational achievements.