Impact of Progressive Blended Case-Based Teaching Guided by OBE Philosophy on Medical Students'Job Competency
Objective:To explore the impact of progressive blended case-based teaching guided by the OBE(Outcome-Based Education)philosophy on clinical medical students'job competency.Methods:258 fifth-year clinical medical students from our school were selected,with 123 students in the experimental group using OBE-guided progressive blended case-based teaching,supported by the"Rain Classroom"smart teaching tool,implementing a complete blended learning chain of pre-class,in-class,and post-class phases.The control group of 135 students received traditional lecture-based teaching.Results:Qualitative results indicated that the experimental group received significantly higher recognition in clinical skills,medical service abilities,information collection and processing,medical knowledge and lifelong learning,interpersonal communication,teamwork,and disease prevention and health promotion compared to the control group.However,no significant difference was found between the groups in research ability and professional ethics(P＞0.05).Quantitative results showed that the experimental group had significantly higher theoretical scores compared to the control group(P＜0.05).Conclusion:OBE-guided progressive blended case-based teaching effectively enhances students'learning initiative,continuously enhancing medical students'clinical job competency.
Blended teachingCase-based teachingJob competencyTeaching model
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