Travels of a Female Physician in the Ming Dynasty

The opening day of "Ren Xin Tang" has finally arrived.

Although the preparation process was a bit hectic, everything went according to plan. The location was chosen in the downtown area of ​​Yingtian Prefecture, and all the medicinal materials were prepared.

What I look forward to most is the training of my group of "apprentices".

As a modern person who traveled through time, I naturally cannot manage and train apprentices according to the ancient methods.

Although they were ancient people, my teaching methods had to have a modern flavor.

Step 1: Apprentice selection

Before opening, I selected several smart and studious young people from the servants of the Yang Mansion.

There are both men and women among them, and most of them are around fifteen or sixteen years old.

When selecting them, I was not careless. I observed them for several days and finally identified five apprentices with potential.

"Miss, are you really going to teach them how to heal? They are just servants, how can they learn it?"

Xiao Cui looked at the apprentices standing in the yard feeling a little confused.

I smiled and patted her shoulder: "Xiao Cui, don't look down on me. Studying medicine isn't about background, it's about patience, attentiveness, and ambition. As for whether you can learn it, that depends on my teaching level."

Step 2: Modern teaching concepts

Since we are training apprentices, we have to do it in a planned and organized manner.

I decided to start teaching from the basics. After all, ancient medical education basically relied on "oral transmission between master and apprentice", and I wanted to bring in modern scientific teaching methods.

First, I prepared a "training manual" for them, the content of which was of course written by me personally, covering basic anatomy, pharmacology, and diagnostic knowledge of some common diseases.

I used the simplest drawings and text descriptions, striving to make them clear to the apprentices.

"Come on, everyone, sit down. Today, let's not talk about curing illnesses and saving lives. Let's start by talking about the basic structure of the human body."

I stood in front of them and gave them a lecture, holding a long, thin wooden stick. On the table was a simple diagram of the human body structure that I had drawn myself.

Several apprentices looked at each other in bewilderment. They obviously didn't expect that studying medicine would have to start with "how humans look."

"Look, this is the head, this is the heart, and this is the liver..." I pointed at the picture and explained, "If you want to cure a disease, you must first figure out where the disease is. You need to first understand the basic structure of the human body. For example, if a patient has a stomachache, you can't prescribe medicine for their head, right?"

Hearing this, several apprentices couldn't help laughing, and the atmosphere became much more relaxed.

Step 3: Combining theory with practice

It’s not enough to just talk about theory. The most important thing in studying medicine is practice.

So, I decided to give them some "practical" exercises.

My "practical class" is mainly divided into two parts: one is learning how to take a pulse, and the other is learning how to deal with simple external injuries.

Pulse diagnosis class

In ancient times, taking the pulse was one of the most basic and important diagnostic methods, so naturally I had to teach them this skill.

However, it is really difficult to understand just by relying on abstract statements such as "feeling the pulse".

So, I decided to explain it in a more "modern" way.

"The pulse is like a 'signal line' in our bodies, through which we can tell the speed of our heartbeat and the state of our blood flow." I pressed an apprentice's wrist, teaching him how to feel his pulse. "Try to imagine that the pulse is like beating a drum, and each beat represents the state of the body."

Several apprentices were confused and clumsy at first, but after several instructions, they gradually got the hang of it.

Trauma Management Class

Since minor wounds such as abrasions and cuts were inevitable in daily life in ancient times, I also specially arranged courses on trauma management.

"Today we won't talk about anything else, let's just learn how to bandage wounds." I took out the gauze and bandages that I had prepared long ago and demonstrated how to clean, disinfect and bandage the wound.

"Miss, your bandage is so neat, completely different from what we usually see." An apprentice exclaimed.

I smiled and said, "Of course. Bandaging a wound requires careful attention. You can't just do it carelessly. Otherwise, if the wound gets infected, the patient will be in big trouble."

Under my guidance, they began to practice bandaging fake wounds one by one. Although their techniques were still a little clumsy, at least their attitude was very serious.

Step 4: Scenario Simulation Training

In order to help apprentices better adapt to various scenarios they will encounter in the future, I also specially designed "scenario simulation training".

"Today we are going to simulate a scenario - a patient suddenly has a persistent fever, what should you do?"

I pretended to be sick, covering my head and saying weakly, "Oh, I feel so bad. I have a fever and I'm dizzy. Can you please take a look at me?"

The apprentices suddenly panicked and looked at each other, as if they didn't know where to start.

I couldn't help but laugh: "Don't panic, think about what I usually teach you. First, take the pulse, then determine whether it is wind-cold or wind-heat based on the symptoms, and then prescribe a prescription."

After my reminder, they finally started to take action. They first took my pulse, then discussed with each other how to deal with it, and finally an apprentice prescribed a prescription to reduce the fever.

"Very good. Although you are still a little unfamiliar with it, at least your ideas are correct." I patted their shoulders and encouraged them.

Step 5: Regular Assessment

I am well aware that medical students cannot rely solely on memorization and repetition, but must also consolidate their knowledge and skills through regular assessments.

So, I decided to give them a small "exam" every once in a while.

"I will arrange an assessment for you next month, and you will be required to diagnose and treat the disease independently."

I told them, "Don't be afraid. I won't let you deal with any complicated conditions, but you must take it seriously."

When the apprentices heard that they were going to have an exam, they were all very nervous, but I knew that only through this method could they truly master the knowledge they had learned.

Step 6: Start from the heart and be a doctor with medical ethics

Finally, I also emphasized the responsibilities and medical ethics of doctors.

"Studying medicine isn't about making money or gaining fame, it's about saving lives." I looked them in the eye and said seriously, "Every patient you face in the future is entrusting their life to you. You must always remember that a doctor's heart is filled with compassion."

The apprentices nodded one after another, their eyes flashing with seriousness and awe.

After a period of training, my apprentices gradually mastered basic medical knowledge and skills.

Although they are far from being "mature doctors", I believe that as long as they continue to study hard, they will sooner or later become useful doctors in this city.

As their "modern master", I feel a sense of accomplishment when I see their progress.

The future of Renxintang is the future of these apprentices!