Research on the Safety Knowledge System for Experimental and Practical Training Teaching in Universities of Chinese Medicine

Abstract

Experimental and practical training teaching in Chinese medicine faces multi-source and composite safety risks due to its nature of integrating traditional techniques with modern science. The existing safety knowledge remains fragmented and lacks systematic construction. To address this, this study aims to establish a safety knowledge system aligned with its inherent logic. First, it identifies the unique risk spectrum arising from the blending of traditional and modern approaches, explains the pathways for integrating safety awareness between the two, and redefines the core role of safety knowledge in both inheritance and innovation. Subsequently, it analyzes the structural elements of the system, including the standardized extraction of safety knowledge units, the architecture of hierarchical modules and their logical relationships, as well as the explicit articulation of tacit knowledge. Finally, it explores the mechanism for translating the system into the teaching environment, encompassing the embedded integration of knowledge carriers, process design based on competency progression, and dynamic adjustment supported by feedback mechanisms. This study provides a systematic theoretical framework for enhancing risk prevention and control effectiveness and ensuring safety in teaching and research within Chinese medicine experimental and practical training.