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.