The aim of this study was to evaluate the clinical efficacy and safety of fermented medicinal herbs. A search of the China National Knowledge Infrastructure (CNKI), PubMed databases and Korean Journal of Oriental Medicine in 2000-2011 located 11 randomized controlled trials (RCTs) that investigated the clinical efficacy of fermented medicinal herbs. Domestic RCTs reported clinical efficacy on improvement of immune responses and clinical safety on usage of fermented medicinal herbs in subjects suffering from cerebral hemodynamics. Countries other than Chinareported studies on the cause of esophageal cancer and on local inflammatory reactions. In China, studies were reported on the effectiveness of fermented medicinal herbs on scapulohumeral periarthritis of the stasis type, chronic superficial gastritis, dysuria induced by benign prostatic hyperplasia of deficiency of kidney yang, diabetic nephropathy, essential hypertension, and benign prostate hyperplasia. These results indicate that fermented medicinal herbs have obvious clinical effects in some diseases and no adverse reactions. Therefore, we need to initiate more fermentation research with useful bacteria, fungi, and mushrooms to produce fermented medicinal herbs. Both governments and research authorities should focus on research involving fermentation of medicinal herbs.
This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study.The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.
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