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Objective <p>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.</p> Methods <p>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.</p> Results <p>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, <i>P</i> &lt; 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, <i>P</i> &lt; 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 (<i>P</i> &lt; 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, <i>P</i> &lt; 0.001).</p> Conclusion <p>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.</p>

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Effectiveness analysis of a multi-track teaching model based on OBE concept in pediatric ophthalmology clinical internship

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月16日

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  • Yang Wang,
  • Qing Liu,
  • Ning Ke,
  • Xinke Chen,
  • Xuan Zhang,
  • Xin Li,
  • Xiaohui Zhu,
  • Lin Chen

摘要

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.