Should TCM students/practitioners try to become ...

January 25, 2003

Don't feel too bad about this. In one group, I once had to spend three hours explaining the difference between wei4 qi4 on one hand and the wei4 fen4 and qi4 fen4 on the other (as in wei qi ying xue bian zheng/defense qi construction blood pattern differentiation). The students couldn't comprehend the difference between defense qi and defense aspect and qi aspect as being different concepts with the same words/characters in different contexts.

However, the effort was worth it, and the confusion on the students' part sincere. Just more confirmation for what Ken says about the importance of teaching the essential terminology in a coherent manner.

Without this, I am sure such theories as wen bing xue/warm disease theory just go right through the ears like water off a duck's back.

Anyone have similar or different experiences as teachers?

Z'ev - this is a problem that must be sorted out for each student at some point. This is an example of the need for clearly designed program structure and standardized cases. You should not have to encounter this issue randomly. Rather, it needs forethought as to when and where in the program this particular distinction is made.

An example of standardized cases for medical docs is the 'cupping case.' They will all during the course of training see a visual of cupping with other relevant case facts and must solve the problem. Each and every graduate of this particular institution will be exposed to this case. Initially reporting to family services is an option some residents choose. This is an example we can model for our profession -- that of standardized cases to insure we get key concepts through on a context centered basis.

Will Morris