基于OBE理念的ADDIE教学模式在病理学实验教学中的应用

Application of an OBE-Based ADDIE Model in Pathology Laboratory Teaching

摘要: 目的：为响应“卓越人才培养计划2.0版”，解决传统病理学实验教学中“灌输式”模式导致的学生参与度低、实践能力薄弱等问题，本研究将成果导向教育(OBE, Outcome-Based Education)理念与ADDIE教学模式融合，应用于病理学实验教学，同时评估其教学效果及效应量大小。方法：选取本校2022级临床医学专业57名学生为对照组(传统教学)，2023级60名学生为实验组(OBE-ADDIE模式)。通过理论考核、技能操作考核及匿名问卷调查评价教学成效，并计算组间效应量(Cohen’s d/Cramér’s V)。结果：理论成绩：实验组(77.52 ± 6.20分)高于对照组(74.55 ± 7.93分)，差异有统计学意义(P = 0.028)，Cohen’s d = 0.41 (中等效应)。技能操作成绩：实验组(82.66 ± 6.33分)显著高于对照组(67.86 ± 6.87分) (P < 0.001)，Cohen’s d = 2.20 (大效应)。教学满意度：实验组86.7% (52/60)优于对照组68.4% (39/57) (P = 0.015)，Cramér’s V = 0.23 (小–中等效应)。结论：OBE-ADDIE教学模式不仅显著提升了病理学实验教学效果，且产生了中等至大效应的实践能力提升，具有较强的教育现实意义，值得在更大范围内推广应用。

Abstract: Objective: To meet the “Excellent Talent Training Program 2.0” and to overcome low engagement and poor practical skills caused by traditional lecture-based pathology laboratory teaching, this study integrated Outcome-Based Education (OBE) with the ADDIE instructional model, applied it to pathology laboratory courses, and evaluated both teaching effectiveness and effect sizes. Methods: Fifty-seven 2022-level clinical-medicine undergraduates were assigned to the control group (traditional teaching), and sixty 2023-level students formed the experimental group (OBE-ADDIE model). Teaching outcomes were assessed by theoretical examinations, practical-skills tests, and anonymous questionnaires; Cohen’s d and Cramér’s V were calculated for between-group comparisons. Results: Theoretical scores: experimental group 77.52 ± 6.20 vs control group 74.55 ± 7.93 (P = 0.028, Cohen’s d = 0.41, medium effect). Practical-skills scores: experimental group 82.66 ± 6.33 vs control group 67.86 ± 6.87 (P < 0.001, Cohen’s d = 2.20, large effect). Teaching satisfaction: experimental group 86.7 % (52/60) vs control group 68.4% (39/57) (P = 0.015, Cramér’s V = 0.23, small-to-medium effect). Conclusion: The OBE-ADDIE model not only significantly improved teaching effectiveness but also produced medium-to-large effect sizes in practical-skills enhancement, demonstrating strong educational significance and warranting broader implementation.