3C引导性反馈结合溯源学习法在留学生《中医骨伤科学》教学中的应用效果研究

李建民; 李勃; 王秋根; 俞莹; 吕凯; 葛志超; 张栋; 王树强

doi:10.3760/cma.j.cn116021-20250811-02263

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3C引导性反馈结合溯源学习法在留学生《中医骨伤科学》教学中的应用效果研究

教学改革 | 更新时间：2026-06-17

- 3C引导性反馈结合溯源学习法在留学生《中医骨伤科学》教学中的应用效果研究
- Application effectiveness of 3C guided feedback combined with traceable learning method in teaching the course Traditional Chinese Medicine Orthopedics for international students
- 中华医学教育探索杂志 2026年25卷第5期页码：578-587
- 作者机构：
  
  1.上海中医药大学附属岳阳中西医结合医院骨伤中心，上海 200437
  2.同济大学附属上海市第四人民医院针灸科，上海 200434
- 作者简介：
  
  王树强，Email：yyyywsq2654@126.com
- 基金信息：
  
  中华医学会医学教育分会和全国医学教育发展中心2023年度医学教育研究课题项目(2023B233)
- DOI：10.3760/cma.j.cn116021-20250811-02263
  中图分类号： R-05
- 收稿：2025-08-11，
  
  纸质出版：2026-05-20
- 稿件说明：
移动端阅览
李建民, 李勃, 王秋根, 等. 3C引导性反馈结合溯源学习法在留学生《中医骨伤科学》教学中的应用效果研究[J]. 中华医学教育探索杂志, 2026, 25(5): 578-587.

Li Jianmin, Li Bo, Wang Qiugen, et al. Application effectiveness of 3C guided feedback combined with traceable learning method in teaching the course Traditional Chinese Medicine Orthopedics for international students[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 578-587.
李建民, 李勃, 王秋根, 等. 3C引导性反馈结合溯源学习法在留学生《中医骨伤科学》教学中的应用效果研究[J]. 中华医学教育探索杂志, 2026, 25(5): 578-587. DOI： 10.3760/cma.j.cn116021-20250811-02263.

Li Jianmin, Li Bo, Wang Qiugen, et al. Application effectiveness of 3C guided feedback combined with traceable learning method in teaching the course Traditional Chinese Medicine Orthopedics for international students[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 578-587. DOI： 10.3760/cma.j.cn116021-20250811-02263.

摘要

目的

探讨以3C引导性反馈为基础结合溯源学习法对留学生《中医骨伤科学》教学效果的影响。

方法

选取2024年1月至2025年6月就读于上海中医药大学中医专业的54名留学生作为研究对象，随机分为对照组与联合组，每组27例。对照组接受传统课堂教学，联合组在3C引导性反馈框架下实施溯源学习法教学，教学内容涵盖解剖名称、病种名称及治疗操作3大溯源模块。教学结束后，对2组学生的理论知识成绩、临床操作能力成绩、学习积极主动性量表（active learning state，ALS）评分及留学生文化适应压力量表（acculturative stress scale for international students，ASSIS）评分进行比较。采用SPSS 27.0进行非参数Mann-Whitney

检验和两独立样本

检验。

结果

教学后，联合组理论知识考核总分为43（41，46），高于对照组的38（35，41），差异有统计学意义（

=-3.85，

0.001）。联合组临床操作能力考核总分为42（40，45），高于对照组的36（33，39），差异有统计学意义（

=-3.92，

0.001）。在学习积极主动性方面，联合组ALS总分在教学后为81（77，85），高于对照组的72（68，78），且在学习目标、深入学习、扎实学习、学习驱动力4个维度的评分均高于对照组，而控制学习维度组间差异无统计学意义。在文化适应压力方面，联合组ASSIS总分为49.11±4.52，低于对照组的56.89±5.13（

=5.91，

0.001）。进一步分析各维度，联合组在文化冲击、感知歧视、感知怨恨、担惊受怕4个维度的评分均低于对照组，而在思乡、自责内疚、其他压力3个维度上，2组评分差异无统计学意义。

结论

以3C引导性反馈为基础的溯源学习法能有效提升留学生《中医骨伤科学》的理论知识水平与临床操作能力，增强其学习积极主动性，并缓解其在专业学习过程中的文化适应压力，值得教学推广。

Abstract

Objective

To explore the impact of 3C guided feedback combined with traceable learning method on the effectiveness of teaching the course Traditional Chinese Medicine Orthopedics for international students.

Methods

A total of 54 international students majoring in Traditional Chinese Medicine at Shanghai University of Traditional Chinese Medicine from January 2024 to June 2025 were selected as the research subjects. They were randomly divided into a combination group and a control group

with 27 students in each group. The control group received traditional classroom teaching

while the combination group received instruction using the traceable learning method implemented within the 3C guided feedback framework. The teaching content covered three major traceability modules: anatomical names

disease names

and treatment operations. After the teaching

the theoretical knowledge scores

clinical operation ability scores

Active Learning State scores

and Acculturative Stress Scale for International Students scores were compared between the two groups. SPSS 27.0 was used for non-parametric Mann-Whitney

test and independent samples

test.

Results

After teaching

the total theoretical knowledg

e assessment score for the combination group was 43 (41

46)

which was significantly higher than the 38 (35

41) for the control group (

=-3.85

0.001). The total clinical operation ability assessment score for the combination group was 42 (40

45)

significantly higher than the 36 (33

39) for the control group (

=-3.92

0.001). In terms of learning initiative

the total Active Learning State score for the combination group after teaching was 81 (77

85)

higher than the 72 (68

78) for the control group. Furthermore

the combination group scored higher than the control group in the four dimensions of learning goals

in-depth learning

solid learning

and learning motivation

while there was no significant difference in the control learning dimension between the groups. In terms of acculturative stress

the total Acculturative Stress Scale for International Students score for the combination group was (49.11±4.52) points

which was lower than the (56.89±5.13) points for the control group (

=5.91

0.001). Further analysis of each dimension showed that the combination group had lower scores than the control group in the four dimensions of cultural shock

perceived discrimination

perceived resentment

and fear. However

there were no significant differences between the two groups in the three dimensions of homesickness

self-blame and guilt

and other stress.

Conclusions

The traceable learning method based on 3C guided feedback can effectively improve the theoretical knowledge and clinical operation skills of international students after teaching the course Traditional Chinese Medicine Orthopedics

enhance their learning initiative

and alleviate their acculturative stress during the professional learning process. This approach is worthy of promotion in teaching.

关键词

Keywords

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