目的

探讨以成果导向教育（OBE）联合对分课堂（PAD）教学模式在诊断学实验教学中的应用效果。

方法

2023年9月至12月，选取湖南中医药大学2021级临床专业1～4班学生作为研究对象，共计168名学生，将1，2班84名学生作为对照组，3，4班84名学生为试验组。对照组学生应用传统教学模式教学，试验组学生应用OBE联合PAD教学模式教学，比较两组学生的期末操作考核成绩、平时课堂表现、课堂出勤率，对比分析两组学生的学习效果，并从多维度对教学满意度进行调查。

结果

试验组总成绩（86.94±5.35）分、操作考核成绩（87.84±4.14）分、平时课堂表现（82.53±2.77）分，均高于对照组［总成绩（68.26±4.73）分，操作考核成绩（72.31±6.73）分，平时课堂表现（41.25±2.03）分］，均差异具有统计学意义（t=3.88，2.60，3.22；均P＜0.05）。两组课堂出勤成绩比较［（92.41±2.36）分，（91.62±3.74）分］，差异无统计学意义（t=0.62，P＞0.05）。两组学生调查问卷发放168份，回收问卷168份。结果显示，试验组在增加课堂趣味性（96.43%，81/84）、有助于熟练掌握知识点（95.24%，80/84）、课堂节奏紧凑（91.67%，77/84）、促进小组间互动学习（92.86%，78/84）、提高学习兴趣（90.48%，76/84）、学习目的明确（94.05%，79/84）、提高临床实践能力（91.67%，77/84）、启迪学生发散思维（91.67%，77/84）方面，均优于对照组［76.19%（64/84），82.14%（69/84），80.95%（68/84），77.38%（65/84），79.76%（67/84），71.43%（60/84），78.57%（66/84），75.00%（63/84）］，均差异具有统计学意义（χ²=8.31，7.42，8.52，8.28，11.24，12.42，8.53，8.37；均P＜0.05）。

结论

OBE联合PAD教学模式在诊断学实验教学中的应用有效提高了学生的学习成绩，有助于提升医学生综合素质，提高医学人才培养质量。

Objective

To explore the application and effects of outcomes-based education （OBE）combined with the presentation-assimilation-discussion （PAD） teaching mode in the experimental teaching of diagnostics.

Methods

From September to December 2023， 168 students from classes 1 to 4 of the 2021 clinical majors at Hunan University of Chinese Medicine were selected as participants. Eighty-four students in classes 1 and 2 were assigned to the control group， and 84 students in classes 3 and 4 were selected as the experimental group. The control group were taught by the traditional teaching mode， and the experimental group were taught by OBE and PAD teaching mode. The final clinical skill assessment scores， classroom performance， and attendance rates of the 2 groups were compared. Additionally， the learning effects were analyzed， and the teaching satisfaction was investigated through multi-dimensional questionnaires.

Results

In the experimental group， the total score ［（86.94±5.35）points］， operational assessment score［（87.84±4.14）points］， and routine classroom performance ［（82.53±2.77）points］ were higher than those of the control group ［total score （68.26±4.73） points， operational assessment score （72.31±6.73）points， and routine classroom performance （41.25±2.03）points］， and the differences were all statistically significant （t=3.88， 2.60， 3.22， all P＜0.05）. There was no statistically significant difference in classroom attendance scores between the experimental group ［（92.41±2.36） points］ and the control group［（91.62±3.74） points］ （t=0.62， P＞0.05）. A total of 168 questionnaires were distributed and collected from 2 groups. The results showed that the experimental group outperformed the control group in increasing classroom engagement ［96.43%（81/84）， 76.19%（64/84）］， facilitating mastery of key knowledge points［95.24%（80/84）， 82.14%（69/84）］， maintaining a well-paced classroom environment ［91.67%（77/84）， 80.95%（68/84）］， promoting group interaction ［92.86%（78/84）， 77.38%（65/84）］， enhancing learning interest ［90.48%（76/84）， 79.76%（67/84）］， clarifying learning objectives ［94.05%（79/84），71.43%（60/84）］， improving clinical practice skills ［91.67%（77/84）， 78.57%（66/84）］， and stimulating divergent thinking ［91.67%（77/84）， 75.00%（63/84）］. All differences were statistically significant（χ²=8.31， 7.42， 8.52， 8.28， 11.24， 12.42， 8.53， 8.37， all P＜0.05）.

Conclusion

The combined OBE and PAD teaching mode in diagnostics laboratory teaching effectively improves students′ academic performance， enhances the comprehensive quality of medical students， and elevates the quality of medical personnel talent training.