基于OBE理念的口腔组织病理学实验课程全数字化教学改革与实践

Full-Digital Teaching Reform and Practice in Oral Histopathology Laboratory Course Based on OBE Concept

摘要: 该研究探讨了在口腔组织病理学实验课程中，应用基于成果导向教育(OBE)理念的全数字化教学模式的改革效果。研究选取了山东大学口腔医学院210名本科生，随机分为两组。实验组(105人)采用结合了数字化切片库、虚拟仿真平台和智能互动系统的“课前–课中–课后”全数字化教学模式，并实施过程性与终结性相结合的多元考核。对照组(105人)则沿用传统的课堂讲授与玻璃切片镜下观察相结合的教学模式。研究通过期末考试成绩、实验技能考核以及问卷调查，从客观成绩和主观评价两个维度评估教学效果。结果显示，实验组在综合成绩、自主学习能力、临床思维能力、团队协作能力和教学满意度等方面均显著优于对照组。研究得出结论，基于OBE理念的全数字化教学模式能有效提升教学质量和学生岗位胜任力，为“新医科”背景下的医学实验教学改革提供了实践参考。

Abstract: This study investigated the effectiveness of a full-digital teaching model grounded in the Outcome-Based Education (OBE) concept, implemented in the Oral Histopathology laboratory course. A total of 210 undergraduate students from the School of Stomatology at Shandong University were enrolled and randomly assigned to two groups. The experimental group (n = 105) adopted an integrated “pre-class, in-class, and post-class” full-digital teaching model incorporating digital slide repositories, virtual simulation platforms, and intelligent interactive systems, coupled with a diversified assessment combining formative and summative evaluation. The control group (n = 105) followed the traditional teaching model combining didactic lectures with glass slide microscopic observation. Teaching effectiveness was evaluated through final examination scores, laboratory skill assessments, and questionnaire surveys, from both objective performance and subjective perception perspectives. The results demonstrated that the experimental group significantly outperformed the control group in comprehensive academic achievement, self-directed learning ability, clinical reasoning competence, teamwork capability, and teaching satisfaction. The study concluded that the OBE-based full-digital teaching model effectively enhances teaching quality and students’ job competency, providing practical insights for medical laboratory education reform in the context of “New Medical Science”.