| 1. Previous lecture contents and needs |
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| What was previously taught |
Anatomy and anatomy lab |
• Muscles, bones, nerves, blood vessels • Surface anatomy is important |
| Meridian and acupoint |
• Basic theory of meridian and acupoint • Location • Efficacy • Other names of acupoints • Needling methods |
| Pre-learning for meridianology lab |
• Anatomical structures, body mark • Point methods • Needling methods • Ultrasound image (Structures of needling point) |
| Characteristics of previous education |
Advantages |
• Opportunity to needle many acupoints including sensitive areas • Emphasis on anatomy |
| Problems/Things to improve |
• Pre-learning videos for lab - Low concentration - Camera angle, lighting - Needs contents on safe needling depth - Old feeling • Teacher’s live demonstration - Low concentration - Low picture quality • Lack of time to practice |
| Needs |
• A guideline for lab • Manual for using items • Increasing practice time for each group • Live demonstration of ultrasonography in individual groups • Constructive feedback on students’ performances • Changes in forms of lab notes and score • Creating new pre-learning lecture videos |
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| 2. Knowledge, skills, and attitudes required for meridianology lab |
|
| What students need to per-form |
Knowledge |
• Meridian and acupoint • Point methods • Size of acupuncture • Cautions for safe procedure • Acupoints with strong stimulation (De-qi) |
| Skills |
• Palpation • Finding acupoints • Needling - Needling position - Proficiency - Needling angle - Needling long acupuncture - Using acupuncture guide tube • Hygiene during acupuncture |
| Attitudes |
• Communication with recipient • Earnest attitude • Confidence • Calm • Active attitude |
| Students’ strengths related to meridianology lab |
Knowledge |
• Anatomical structures • Cautions when needling |
| Skills |
• Needling speed |
| Attitudes |
• Earnest attitude • Communication with recipient |
| Students’ weaknesses related to meridianology lab |
Knowledge |
• Characteristics of acupoints (etc. eight confluent acupoints) |
| Skills |
• Finding acupoints (incorrect) • High level acupoints to needle |
| Attitudes |
• Dependent on the teacher • Lack of earnest attitude • Lack of confidence |
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| 3. Difficult situations and how to deal with them |
|
| • Anxiety when needling at the beginning of the class • Tension of the recipient • Difficult to understand the condition of the recipient when side effects such as bleeding occur • Lack of time to practice • In case the opinions of the team members differ when determining the depth of blood exploration and needle insertion, they ask the teacher to solve the problem |
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| 4. Procedure of the practice |
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| 1 Entering the lab after receiving a name tag at the entrance 2 Change into training clothes in the changing room and organizing personal luggage 3 Hand hygiene 4 Putting on the bed cover 5 Preparing the alcohol swab 6 Bringing items by group 7 Filling out the consent form 8 Checking vital signs 9 Filling out a checklist before practice 10 Meditation for 3 minutes 11 Teacher’s live demonstration 11.1 Needling on some acupoints 11.2 Showing ultrasound images to see needling point 12 Breaktime 13 Group practice 13.1 Finding location 13.2 Needling 13.3 Writing lab notes 14 Filling out a checklist after practice 15 Organizing items by group, filling out item checklist 16 Waste disposal 17 Cleanup 18 Teacher’s confirm 19 Changing clothes 20 Leaving the practice room |
