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三幕式教学法在中西医结合内科教学中的应用：一项基于理论分析的整合性改革框架研究

Application of the Three-Act Teaching Method in Integrated Traditional Chinese and Western Medicine Internal Medicine Education: A Theoretical Analysis-Based Study on an Integrative Reform Framework

Education Study / 2026,8(2): 135-140 / 2026-02-27 37 9

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• Authors: 李洁¹²
• Information:

  1．天津中医药大学第一附属医院，天津；
  2．国家中医临床医学研究中心，天津

• Keywords:
  Integrated Traditional Chinese and Western Medicine (TCM-WM); Medical education; Three-Act Teaching Method (TATM）; Clinical thinking; Teaching method reform
  中西医结合; 医学教育; 三幕式教学法; 临床思维; 教学方法改革
• Abstract: Current Integrated Traditional Chinese and Western Medicine (TCM-WM) internal medicine education faces core challenges such as the disconnection between theory and clinical practice, fragmentation of TCM-WM knowledge systems, weak integrative thinking among students, a homogeneous teaching staff structure, and onesided evaluation methods. To cultivate interdisciplinary medical talents with integrative capabilities, there is an urgent need to explore systematic teaching model reforms. Three-Act Teaching Method (TATM), as an active learning approach, shows potential in enhancing clinical reasoning skills. However, its targeted application and mechanism exploration in the interdisciplinary field of integrated traditional Chinese and Western medicine remain insufficiently studied. This study employs the oretical analysis and logical deduction to deeply examine the core logic of the TATM: “Scenario Construction → Multi-dimensional Exploration → Integrative Review”. The research focuses on systematically deconstructing how this method serves as a strategic framework to precisely target and reshape the teaching process in TCM-WM internal medicine, thereby addressing its inherent deep-seated pedagogical contradictions. The analysis indicates that the three-act teaching method, by using complete and authentic medical cases as a vehicle, can compel the initiation of associative thinking between TCM and WM knowledge, addressing the issue of knowledge fragmentation. Its core component — structured debate — simulates real clinical decision-making scenarios, training students to formulate plans from TCM-WM, and integrative perspectives. This effectively cultivates the clinical mindset of when and how to integrate. The method also transforms the teacher’s role into that of a curriculum designer and debate facilitator, reducing absolute reliance on their personal level of knowledge integration, and drives a reform towards a process-oriented evaluation system. Ultimately, by reviewing real clinical pathways, it completes the cognitive loop for students from theory to practice. The three-act teaching method provides a systematic reform framework for integrated TCM-WM internal medicine education. Through its closed-loop mechanism of “Compelling Association - Simulated Decision-Making - Feedback Calibration”, it effectively targets and addresses the main pedagogical pain points in this field, holding promise for systematically improving the quality and efficiency of talent cultivation. Its successful implementation relies on the development of a high-quality integrated case library and training in teachers’ facilitation skills. 当前中西医结合内科教学中，面临理论与临床脱节、中西医知识体系割裂、学生整合思维薄弱、师资结构单一及评价方式片面等核心挑战。三幕式教学法在提升临床推理能力方面具有潜力，但其在中西医结合这一交叉学科领域的针对性应用与机制探讨尚不充分。本研究采用理论分析与逻辑推演的研究方法，深入剖析三幕式教学法“情境构建→多元探索→整合复盘”的核心逻辑。研究重点在于系统解构该方法如何作为一个战略框架，精准切入并重塑中西医结合内科的教学过程，从而解决教学矛盾。通过“强制关联—模拟决策—反馈校准”的闭环机制，有效针对并解决了该领域的主要教学痛点。
• DOI: https://doi.org/10.35534/es.0802026 (registering DOI)
• Cite: 李洁．三幕式教学法在中西医结合内科教学中的应用：一项基于理论分析的整合性改革框架研究［J］．教育研讨，2026，8（2）：135-140．