目的 调查中医药院校非医学类专业学生中医传统文化素养现状,分析经典阅读、知识获取途径和课程实践转化等核心问题,提出针对性提升策略,为跨学科人才培养提供理论与实践依据。方法 2024年12月,采用分层抽样法,从东部(北京中医药大学、南京中医药大学、浙江中医药大学)、中部(河南中医药大学、江西中医药大学)、东北部(黑龙江中医药大学)、西部(成都中医药大学、重庆中医药学院)8所中医药院校选取非医学类专业学生,通过问卷网发放电子问卷。采用描述性统计分析相关数据。结果 共回收问卷320份,其中有效问卷280份。中医理论认知与经典著作阅读方面:88.2%(247/280)的学生了解中医基本理论,但32.1%(90/280)的学生“仔细阅读过其中多部”或“读过一两部的部分内容”中医经典著作,31.1%(87/280)的学生表示“几乎不了解”。兴趣与知识获取途径方面:91.4%(256/280)的学生对中医传统文化感兴趣,95.7%(268/280)的学生认可其现代价值;78.6%(220/280)的学生通过网络媒体、76.8%(215/280)的学生通过课程学习和接触中医文化,但养生方法使用率包括“经常使用”和“偶尔使用”仅65.7%(184/280)。课程评价与实践转化方面:83.9%(235/280)的学生认可课程内容丰富度,但仅31.4%(88/280)的学生对课程表示非常满意,65.0%(182/280)的学生认为实践教学机会少。结论 中医药院校非医学类专业学生存在中医理论认知基础较好但经典阅读不足、兴趣认同较高但相关知识获取途径有限、中医文化类课程丰富但实践转化不足等问题,可以通过以下方式予以提升:增加中医经典与传统文化相关课程比重并将中医传统文化因素融入专业课程教学,开展多样化的中医传统文化相关校园文化活动作为学校课程教学的有益补充,加强实践教学环节与中医传统文化的结合。

Objective To investigate the current status of traditional Chinese medical (TCM) cultural literacy among non-medical students in TCM universities, analyze key issues in classic literature reading, knowledge acquisition channels, and curriculum-practice transformation, and propose targeted improvement strategies for interdisciplinary talent cultivation. Methods In December 2024, stratified sampling was employed to recruit non-medical students from 8 TCM universities across four economic zones in China: eastern region (Beijing University of Chinese Medicine, Nanjing University of Chinese Medicine, Zhejiang Chinese Medical University), central region (Henan University of Chinese Medicine, Jiangxi University of Chinese Medicine), northeastern region (Heilongjiang University of Chinese Medicine), and western region (Chengdu University of Traditional Chinese Medicine, Chongqing University of Chinese Medicine). Electronic questionnaires were distributed via an online platform. Descriptive statistical analysis was used to analyze relevant data. Results A total of 320 questionnaires were collected, of which 280 were valid. TCM theoretical cognition and classic reading: 88.2% (247/280) of students understood basic TCM theories, but only 32.1% (90/280) “had carefully read multiple TCM classics ” or “read parts of one or two classics”, with 31.1% (87/280) indicating “almost no understanding” of classics. Interest and knowledge acquisition channels: 91.4% (256/280) of students were “ interested” in TCM traditional culture, and 95.7% (268/280) acknowledged its modern value. 78.6% (220/280) accessed TCM culture primarily through online media and 76.8% ( 215/280) through school courses. However, the usage rate of health preservation methods including “frequently” and “occasionally” was only 65.7% (184/280). Curriculum evaluation and practice transformation: 83.9% (235/280) of students recognized the richness of course content, but only 31.4% (88/280) were very satisfied with the courses, and 65.0%(182/280) thought there were few opportunities for practical teaching. Conclusions The non-medical students have good cognition foundation of traditional Chinese medicine (TCM) theory but insufficient classic reading, high interest and recognition but limited channels for relevant knowledge acquisition, and rich TCM culture courses but insufficient practical transformation. These can be improved by increasing the proportion of TCM classics and traditional culture-related courses, integrating TCM traditional cultural elements into professional curriculum teaching, carrying out diverse campus cultural activities related to TCM culture as a beneficial supplement to school curriculum teaching, and strengthening the combination of practical teaching links with TCM traditional culture.