Progress in the application of case-based teaching model in clinical instruction of traditional Chinese medicine neurology department

Traditional clinical teaching in the department of traditional Chinese medicine neurology tends to emphasize knowledge transmission at the expense of clinical reasoning training. The case-based teaching model addresses this issue by using authentic clinical cases as its core teaching resource, thereby aligning with the requirements for developing students' ability to diagnose and treat diseases based on syndrome differentiation. This study systematically reviews the application of the CBS-RISE model, including the stratified design of cases according to disease and syndrome complexity and students' cognitive development; the provision of resources such as literature and clinical guidelines to encourage independent inquiry; and the organization of group discussions and teacher feedback to clarify diagnostic reasoning based on syndrome differentiation. The results indicate that this model can improve students' clinical reasoning skills in traditional Chinese medicine, promote independent learning, and enhance the overall quality of clinical teaching. Future improvements may focus on developing a database of representative clinical cases, coordinating hardware and software resources, and establishing a multidimensional teaching quality evaluation system. These measures may provide practical guidance for clinical teaching reform in the department of traditional Chinese medicine neurology.