ArticleBMC medical education2025
Integrating Outcome-Based Education (OBE) and Problem-Based Learning (PBL) in psychiatric clinical practice teaching: an empirical study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- 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
- Implementation and evaluation of a Sim + LBL hybrid teaching model in dermatology and venereology: a prospective study.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
objectiveTo assess the viability and effectiveness of combining Outcome-Based Education (OBE) with Problem-Based Learning (PBL) in the teaching of psychiatric clinical practice.
methodsOverall, 43 fifth-year undergraduate psychiatry majors were enrolled in the study. Based on free will, 21 interns opted for the traditional lecture-based method and served as the Control Group while 22 interns participated in the OBE-PBL integrated teaching approach forming the Study Group. The two groups were compared in terms of theoretical assessment scores, practical assessment scores, teaching satisfaction, and the achievement of career plans (postgraduate entrance exam success or employment in tertiary hospitals) were compared between the two groups one year after graduation.
resultsThere was no significant difference (p > 0.05) between the groups with relation to baseline characteristics (age, gender, source institution, fourth-year GPA). The Study Group achieved significantly higher scores when compared with the Control Group on the final theoretical assessment (88.45 ± 4.76 vs. 83.81 ± 5.30, p < 0.05), overall practical assessment (84.68 ± 3.27 vs. 80.57 ± 3.20, p < 0.05), and teaching satisfaction (91% vs. 62%, p < 0.05). Similarly, the Study Group performed better when compared with the Control Group (91% vs. 57%, p < 0.05) in the achievement of the career plan one year after graduation.
conclusionIntegrating OBE with PBL significantly enhances the effectiveness of psychiatric clinical practice teaching.
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Registered trials
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