Development of Adding Medical Practice in Wushu Teaching Program for Medical Students

Background and Aim: This research aimed to develop an added medical practice in the Wushu teaching program for medical students. The program was implemented in physical education courses for medical students. The fusion of traditional culture and modern science, the rise of interdisciplinary education, the demand for international collaboration, and the application of modern technologies provided a solid basis for constructing a teaching plan that combined Wushu and medicine for college students. This approach enhanced the educational experience and promoted health awareness, cultural appreciation, and global cooperation. Materials and Methods: The study involved medical school students enrolled in a physical education course, selected based on their willingness to participate. Research tools, including questionnaires, interviews, observational checklists, and physical fitness tests, were used to assess students' knowledge, skills, physical health, and experiences before and after the intervention. The experimental process followed several phases: pre-intervention assessment, program implementation, ongoing evaluation, and post-intervention assessment. Data were analyzed through statistical and thematic methods, revealing a significant impact of integrating Wushu techniques with medical knowledge on students' Wushu skills, medical understanding, and overall physical and mental health. Results: The teaching plan successfully integrated Wushu and medicine for college students. Wushu Tai Chi was cross-integrated with disciplines such as sports rehabilitation, physiology, and injury recovery. Teaching groups were established, tasks were clarified, and managerial responsibilities were reinforced. A talent cultivation plan was developed, supported by high-quality facilities, achieving both internal and external integration of Wushu teaching. Conclusion: The integration of Wushu and medical knowledge enhanced students’ skills and understanding. An improved evaluation system was implemented, providing feedback on teaching effectiveness. The findings indicated that the program significantly contributed to the development of students' physical and medical knowledge. Based on evaluation reports, continuous improvements in teaching practices were recommended.