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An innovative approach to teaching Chinese medicine gynaecology
31 Jul 2025
One couple longing to become parents have sought professional help for over 10 years. Another underwent several assisted reproductive treatments to no avail. Female patients experience intense period pain for years, struggling to carry out daily tasks. At the Chinese medicine gynaecology clinic, every patient represents a difficult life journey.
The Gynaecology Team from the Clinical Division of the School of Chinese Medicine at HKBU understands that while clinical excellence is important, the practitioner must put patient-centred care first to truly heal the patient’s body and mind. Therefore, the team aims to nurture students to become capable and empathetic Chinese medicine practitioners by teaching them the professional knowledge in syndrome differentiation and clinical skills, while also fostering empathy and a sense of social responsibility.
Guidance through actions and words
The Gynaecology teaching team led by Professor Zhang Chunling, Professor Li Xiaoguang, Professor Wang Yurong and Dr Chin Wing-yee not only equips students with essential Chinese Medicine (CM) theories and clinical skills, but also prepares them to be caring practitioners.
Speaking of their teaching approach, the team says: “Women are innately characterised by a ‘yin’ (陰) and ‘gentle’ (柔) body constitution, which makes them more likely to be emotionally charged. Chinese medicine practitioners should pay special attention to approach female patients with empathy and care, especially those who experience physical and mental stress.”
The team has accumulated a wealth of experience in treating infertility. “Clinically, we encounter many patients seeking CM treatment for infertility. Therefore, we integrate selected successful clinical cases in this area in lectures, as each case represents a unique story. By analysing each patient’s body constitution, symptoms, and responses to treatment, students can understand holistic diagnostic principles and master the art of tailoring treatment plans for each patient.”
Sharing the belief that actions speak louder than words in teaching, the team leads by example as they serve the public with CM treatments. In the clinical setting, students can see first-hand how the teachers treat female patients with excellent medical skills and meticulous care, delivering comprehensive services from treatment to recovery. This professionalism has deeply influenced the students’ career aspirations.
One student remarks, “The attentiveness of the teachers during consultation, their patience when taking the pulse of the patients, and their gentle advice to the patients about their daily lives made me realise what patient-centredness means. This makes me aspire to be a good medical practitioner who not only heals the sick, but also heals their hearts.” Another student says: “I sincerely hope that I can become a doctor like my teacher in my clinical practice.”
Connecting theory with clinical practice
The teaching team also places a strong emphasis on clinical practice training and student-led learning. “After students have acquired a solid foundation in basic biomedical sciences and CM principles, the focus of our curriculum shifts to enhancing their clinical skills. By prioritising a student-led approach in learning, students can connect theory with practice and develop critical thinking and problem-solving skills that are essential for addressing future healthcare challenges.”
To this end, the team introduces an innovative component in class, namely the “on-site diagnosis and treatment of clinical cases”, where students engage in role-playing exercises that simulate real-life clinical scenarios. These exercises bring the lessons to life, making them more dynamic in providing students with hands-on experience in assessing patients and their individual conditions. Students also learn to design tailored treatment plans based on traditional theories and contemporary clinical practices.
“This case-based learning approach allows students to hone their CM diagnostic skills of inspecting, listening and smelling, questioning, and palpating. They also practise writing medical records that detail the theories, methods, prescriptions and herbs used, before developing the appropriate treatment plans on their own.”
The classes have been met with much enthusiasm from the students. Some find the integration of theory and clinical practice beneficial, while others appreciate how the teaching team shares their clinical experience in addressing specific health issues, enriching the students’ understanding of the course content and its related applications in real life.
While each member of the teaching team specialises in a different gynaecology stream with specific focuses, the team works together closely to develop course content and pedagogies that integrate various perspectives and clinical practices, providing students with a comprehensive teaching approach. To keep the teaching materials engaging and up-to-date, the members meet regularly to share insights on clinical cases and treatment strategies, enhancing their collective knowledge and facilitating course preparation.
The team’s collaborative effort has cultivated a new generation of practitioners and pioneers in the field of CM gynaecology. In recognition of their teaching excellence, the team was honoured with the President’s Award for Outstanding Performance in Team Teaching this year.
