July 22, 2019
|Level||Year 1, Semester 2|
|Unit Weighting||Unit Credit Points: 10 credit points
Total Course Credit Points: 320 credit points
|Student Workload||Number of timetabled hours per week: 4-8.5
Number of personal study hours per week: 1.5-6
Total workload hours per week: 10
|Prerequisites||TCM113 Fundamental Theory of TCM & TCM Terminology; PRI104 Communication in Health|
|Description||This unit provides students with foundational knowledge and skills in TCM diagnosis and covers the methods and procedures relevant to TCM clinical data collection, data organisation and interpretation, which will assist in the disease diagnosis including identification of the disease and syndrome differentiation. Students will learn about the guiding principles of Chinese medicine diagnosis and the four primary data collection methods used in TCM diagnosis, methods of identification of syndrome differentiation, procedures for collecting diagnostic information and application of data collection, pattern identification and case recording.
Additionally, this unit includes 30 hours of study covering Clinical Theory which achieves the classification of Level 1 ‘Beginner’ in the Clinical Practice Program (CPP). Clinical Theory introduces students to all facets of duty operation in a TCM Clinic through workshops and clinical observation. By attending 21 hours of clinic workshops, students are familiarised with clinical policy and procedures, introductory ethics, infection control procedures, principles of professional communication, data collection, file management, personal hygiene, safe clinical practice, and adverse reactions/events reporting including referral and prompt transfer to medical services. Students also attend 9 hours of clinical practice in the SITCM Teaching Clinic to observe treatment procedures and learn about the skills required in the next Level of the Clinical Practice Program – Level 2 ‘Clinical Assistant’.
|Learning outcomes||On successful completion of this unit students will be able to:
|Assessment||Clinical Theory Online Test (10%)
TCM Diagnosis Quiz (10%)
Clinical Observation Assessment (20%)
TCM Diagnosis Class Exam (20%)
Final Examination (40%)
|Prescribed Textbooks/Readings||* The prescribed and recommended readings are subject to annual review.
Australian Commission on Safety and Quality in Health Care (2021). National Safety and Quality Health Services Standards (2nd ed.). https://www.safetyandquality.gov.au/sites/default/files/2021-05/national_safety_and_quality_health_service_nsqhs_standards_second_edition_-_updated_may_2021.pdf
Anastasi, J.K., Currie, L.M., & Kim, G.H. (2009). Understanding diagnostic reasoning in TCM practice: tongue diagnosis. Alternative Therapies in Health and Medicine, 15(3), 18-28. http://www.alternative-therapies.com/resources/web_pdfs/recent/0509_anastasi.pdf
Chinese Medicine Board of Australia. (2022, June 29). Codes and Guidelines. https://www.chinesemedicineboard.gov.au/Codes-Guidelines.aspx
Dharmanada, S., & Dorr, C. (2000). The significance of traditional pulse diagnosis in the modern practice of Chinese Medicine. Institute of Traditional Medicine. http://www.itmonline.org/arts/pulse.htm
Fu, J., Yan, H., & Jie, H. J. D. (2013). The Teaching Method of Interrogation in Traditional Chinese Diagnostics. Frontier and Future Development of Information Technology in Medicine and Education (pp. 3389–3393). Springer Netherlands. https://doi.org/10.1007/978-94-007-7618-0_439
Leung, L. (2011). Traditional Chinese Medicine—A Beginner’s Guide. InnovAiT, 4(1), 49–54. https://doi.org/10.1093/innovait/inq115
Maciocia, G. (2015). The Foundations of Chinese Medicine: A Comprehensive Text (3rd ed.). Churchill Livingstone.
Mei, M.F. (2011). A systematic analysis of the theory and practice of syndrome differentiation. Chinese Journal of Integrative Medicine, 17(11), 803-810. https://pubmed.ncbi.nlm.nih.gov/22057408/
National Health and Medical Research Council. (2019, May). Australian guidelines for the prevention and control of infection in healthcare. https://www.nhmrc.gov.au/about-us/publications/australian-guidelines-prevention-and-control-infection-healthcare-2019
Shen, Xu. (1985). The Differentiation of Syndrome According to the Theories of the Six Channels, the Wei, Qi Ying and Xue System and the Sanjiao. Journal of Chinese Medicine, 17, 2-26.