评价中医针灸临床设计与方法博士研究生课程教学改革的效果。

在教学内容创新方面，借鉴目标导向式教学（OBE）教育理念中的反向设计原则，设计了涵盖针灸推拿学临床原始研究和临床实践指南两个方面的6次授课。在教学方法创新方面，借鉴问题导向式教学（PBL）教学法的步骤，将教学模式分为分组、自学、课堂讨论、评价四个步骤，并且融合了案例导向式教学（CBL）、团队导向式教学（TBL）教学法和OBE理念。采用问卷调查法对教学效果进行评价。

在完成调查的77名博士研究生中，80.5%（62/77）对本课程的整体评价为非常满意，94.8%（73/77）认为本课程内容基本或大部分覆盖开展高质量针灸推拿临床研究所需知识，98.7%（76/77）认为本课程内容与本科或硕士阶段临床研究方法相关课程的互补性、课程内容之间的衔接性非常好或比较好，98.7%（76/77）认为本课程采用的多种教学方法非常或比较合理，89.6%（69/77）认为本课程对其临床研究创新能力有较大提升、对开展高质量针灸推拿临床研究非常有帮助。

采用融合PBL-CBL-TBL-OBE的混合式教学方法对《中医针灸临床设计与方法》课程进行教学改革，有助于提升以针灸推拿学专业为主的博士研究生的临床研究创新能力。

To evaluate the effect of teaching reform on the doctoral course Clinical Design and Methodology of Traditional Chinese Medicine Acupuncture and Moxibustion.

In terms of teaching content innovation, guided by the backward design principle of Outcome-Based Education (OBE), six lectures were arranged, covering original clinical researches and clinical practice guidelines of acupuncture and tuina. In the aspect of teaching method innovation, following the procedures of Problem-Based Learning (PBL), the teaching mode was divided into four stages: grouping, self-study, classroom discussion and evaluation, which integrated Case-Based Learning (CBL), Team-Based Learning (TBL) and OBE philosophy.Questionnaire survey was adopted to assess the teaching effectiveness.

Among the 77 doctoral students who completed the questionnaire, 80.5%（62/77） were very satisfied with the overall course performance. A total of 94.8%（73/77） held that the course basically or largely covered the knowledge required for conducting high-quality clinical researches on acupuncture and tuina. 98.7%（76/77） believed that this course had excellent or good complementarity and coherence with relevant courses on clinical research methods at undergraduate and postgraduate levels. Meanwhile, 98.7%（76/77） considered the diversified teaching methods applied in this course very or reasonably appropriate. Moreover, 89.6%（69/77） stated that the course greatly improved their ability of clinical research innovation and provided substantial support for carrying out high-quality clinical researches on acupuncture and tuina.

The teaching reform of the course with the hybrid teaching model integrating PBL, CBL, TBL and OBE helps enhance the clinical research and innovation capabilities of doctoral students majoring in acupuncture and tuina.