ArticleFrontiers in medicine2024
Development and applications of graduate outcome-based curriculum for basic medical education.
Article in Frontiers in medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Evaluation of students' satisfaction with obe teaching modes in the manual therapy course by students' evaluation of educational quality questionnaire.BMC medical education · 2025Trial
- Process assessment of the attitude, ethics, and communication (AETCOM) sessions: student engagement and satisfaction among medical students in central India.BMC medical education · 2026Observational
- Application of case-based study promoting the outcome-based education concept in clinical pharmacotherapeutic teaching: a pre-post study with implications for medical educator development.Frontiers in medicine · 2026Article
- A quasi-experimental comparison of outcome-based hybrid learning and traditional instruction in environmental health education for preventive medicine undergraduates from Guilin Medical University.Frontiers in public health · 2026Article
- Education as an upstream social security intervention: constructing a competency-based talent development framework in health economics.Frontiers in public health · 2026Article
- Enhancing competency and self-directed learning in anesthesiology residency: an outcome-based education model integrating online-offline hybrid teaching and mind mapping: a randomized controlled trial.Frontiers in medicine · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Outcome-based education (OBE) leads to revolutionary change in medical education, but each medical school is acknowledged to develop suited framework based on specific positioning, educational philosophy and expected outcomes. Methods: Based on the graduate outcomes of basic medical education in China released by Working Committee for the Accreditation of Medical Education (WCAME) which officially recognized by World Federation for Medical Education (WFME), Taizhou University re-documented the overall organization of the curriculum and classified the courses as "Crucial, Supporting and Associated (CSA)" categories to connect the graduate outcomes and course objectives. Results: We redefined the standard for graduates in Taizhou University Medical School including 34 items in four domains and redesigned the curriculum with 76 courses classified as CSA. Empirical data reveals a substantial improvement in students' performance on Standardized Competence Test for Clinical Medicine Undergraduates in China (SCTCMU) by implementing the CSA system between 2022 and 2023. Notably, in 2023, Taizhou University's students achieved pass rates more than 20 percentage points higher than the national average, demonstrating a profound and unprecedented impact. Conclusion: The CSA classification system provides a notably clear and structured framework for categorizing courses based on their direct or indirect relevance to educational objectives, which provides clarity to educators and empowers students with a more purposeful approach to their studies.
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