Abstract:

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.

Key words: Outcomes-based education, Presentation-assimilation-discussion, Diagnostics, Experimental teaching, Teaching reform