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August 16, 2026Humanities and Social Sciences CommunicationsOpen Access

What cannot be taught: the apprenticeship problem in modern Chinese medicine

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Authors

YWYihan WangZWZhiqiang WangYCYue Cao

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Overview

Comparative analysis reveals tensions between tacit apprenticeship and institutional standardization in traditional Chinese medicine, highlighting the need for hybrid pedagogical models.

Key Points

  • Examine how institutional modernization in traditional Chinese medicine creates an epistemic conflict between tacit experiential apprenticeship and codified classroom instruction.
  • Conducted historical and comparative educational analyses of the twentieth-century transition toward standardized university curricula across China, North America, Australia, and Europe.
  • Evaluated the Pu–Wang lineage (Pu Fuzhou and Wang Mianzhi) as an analytic case study representing the divide between intuitive, case-specific mastery and systematized academic frameworks.
  • Identified that institutional university frameworks effectively teach codified medical formulas but fail to transmit tacit, adaptive diagnostic sensibilities developed through apprenticeship.
  • Demonstrated that the modernization dilemma in traditional Chinese medicine is fundamentally epistemic rather than merely pedagogical.
  • Proposed a conceptual hybrid educational model designed to integrate tacit clinical mentorship with contemporary requirements for standardisation and professional accreditation.

Cite This Study

Wang et al. (2026) studied this question.

synapsesocial.com/papers/6a817ab4f2fb91fc834aec48https://doi.org/10.1057/s41599-026-08729-0
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