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Effectiveness analysis of a multi-track teaching model based on OBE concept in pediatric ophthalmology clinical
Yang Wang1, Qing Liu1, Ning Ke1
1Department of Ophthalmology, National Clinical Research Center for Children and Adolescents' Health and Diseases, Ministry of Education Key Laboratory of Child Development and Disorders, Chongqing Municipal Health Commission Key Laboratory of Children's Vital Organ Development and Diseases, Children's Hospital of Chongqing Medical University, 136 ZhongShan Rd, Yuzhong, Chongqing, 40014, China.
Objective:
To explore the application effect of a multi-track teaching strategy integrating Outcome-Based Education (OBE) concept with Case-Based Learning (CBL), Problem-Based Learning (PBL), Team-Based Learning (TBL), and multi-station teaching methods in pediatric ophthalmology clinical internship courses.
Methods:
A total of 212 fifth-year pediatric undergraduate students who completed ophthalmology clinical internships from April to May 2025 were selected. They were divided into a research group (107 students, odd-numbered groups) and a control group (105 students, even-numbered groups) according to internship groups (15-16 students per group). The research group adopted a multi-track teaching model based on OBE concept, while the control group followed a traditional clinical internship teaching model. The pre-class, in-class, and post-class teaching evaluations and course satisfaction of the two groups were compared. SPSS 20.0 was used for statistical analysis. Count data were expressed as n (%), analyzed by χ² test; measurement data were expressed as (x̄ ± s), analyzed by independent samples t-test.
Results:
The post-class case analysis score of the research group was significantly higher than that of the control group (45.10 ± 1.36 vs. 41.50 ± 1.35, P < 0.05). The in-class evaluation scores of the research group in operational skills, case analysis, doctor-patient communication, and teamwork ability were significantly higher than those of the control group (19.34 ± 0.57 vs. 16.97 ± 0.37, 19.53 ± 0.87 vs. 17.95 ± 0.69, 19.26 ± 0.65 vs. 17.92 ± 0.78, 19.42 ± 0.68 vs. 17.58 ± 0.65, P < 0.001). In the teaching feedback, the research group's scores in learning motivation (4.85 ± 0.13 vs. 4.21 ± 0.18), key concept comprehension (4.72 ± 0.21 vs. 4.21 ± 0.18), integration of theory and clinical practice (4.87 ± 0.18 vs. 4.28 ± 0.15), and formation of clinical diagnostic thinking (4.84 ± 0.12 vs. 4.27 ± 0.23) were significantly higher than those of the control group (P < 0.001). The overall evaluation of the internship course by the research group was significantly higher than that of the control group (4.82 ± 0.24 vs. 4.32 ± 0.18, P < 0.001).
Conclusion:
The OBE concept-based multi-track teaching model was associated with improved clinical reasoning, practical skills, and self-directed learning among pediatric ophthalmology interns, suggesting potential value for clinical teaching quality.