Outcome-based Education Research Articles

The teaching design and implementation of “Helicobacter pylori” in medical microbiology

Abstract Background Medical microbiology represents a fundamental core curriculum for medical students. In order to adapt to the cultivation of high-level medical talents under the guidance of the concept of holistic education, the focus of this course is on the development of scientific thinking and professionalism. This paper took the example of Helicobacter pylori, an important pathogen in the digestive system, addressing the teaching design of this chapter in medical microbiology. Teaching design The design of this chapter includes learning objectives, teaching content, teaching model and assessment. The learning objectives were designed under the outcome-based education philosophy, integrating the three dimensions of attitude, skill and knowledge. The content of this chapter is designed to integrate a number of key concepts, including systematic thinking, critical thinking, the One Health perspective, and the mission and responsibility of infectious disease prevention and control. Question-oriented online-and-offline blended teaching model was adopted, and a multi-objective assessment system was applied. Implementation A series of questions were designed before, during, and after the class. These questions served as the primary focus of learning, guiding students through various teaching activities, including online self-study, offline discussion and analysis, and online extended learning. Concurrently, the evaluation is integrated throughout the teaching process, with particular emphasis on formative and process evaluations. Conclusions This teaching design facilitated the achievement of learning objectives and optimized the teaching effect. The students’ self-assessment of their overall improvement in knowledge, skills and attitude, as well as their high level of satisfaction with the classroom environment, is presented herewith. The teaching design of this chapter has a particular demonstrative effect.

Discussion and Practice on Talent Cultivation Model Based on OBE Concept in Veterinary Medicine Graduate Education

To address the challenges in training veterinary master’s students, it is essential to align with the core objectives of veterinary graduate education. This involves focusing on faculty development, course design, innovative teaching methods, university-industry collaboration, and reforming the evaluation system. By applying the outcome-based education model, new approaches to veterinary graduate training can be developed, particularly for applied talent development in agricultural universities serving local communities. This innovative model emphasizes ideological and political education, aiming to enhance students’ abilities in knowledge and practical innovation, preparing them to be well-rounded professionals. The goal is to cultivate senior veterinary experts who are not only skilled in academic research and scientific inquiry but also committed to advancing agriculture, rural areas, and supporting rural revitalization. This approach provides a valuable framework for fostering highly qualified graduates who are both technically proficient and socially responsible.

Quantitative insights into outcome-based education: a bibliometric exploration

Quantitative insights into outcome-based education: a bibliometric exploration

Evolution of the Model Core Curriculum for Pharmacy Education and Issues Concerning the Six-year Pharmacy University Education Program

The six-year pharmacy university education program that began in 2006 was guided by the Model Core Curriculum for Pharmacy Education which started as process-based education. It was first revised in 2013 and further revised in 2023 to provide outcome-based education. There remains a need to develop a consistent six-year curriculum spanning basic science to clinical pharmacy. The overall goal is to develop problem-solving abilities; however, there are still many challenges to overcome. There has also been little progress in incorporating the basic qualities required of pharmacists into pharmacy education programs. In conjunction with the revision, guidelines have been established for practical pharmacy training, and the promotion of participatory, experiential training. However, the results are still insufficient. This article examines changes in pharmaceutical university education over the past 15 years and proposes future pharmacy education solutions.

Analysis of the Alignment of Bauran System Features Based on Outcome-Based Education Rules Using Feature-Oriented Domain Analysis

Implementing information systems in higher education curriculum design is a crucial tool for academics, enabling them to design, develop, and evaluate the curriculum more dynamically, responsively, and structurally. However, it is not just about having a tool. It is about ensuring that the tool aligns with curriculum design standards. This study, therefore, measures and analyses the conformity of the Bauran system as a curriculum management information system with the established stages and standards of curriculum design. The analysis is based on the Indonesia National Standards for Higher Education (Standar Nasional Pendidikan Tinggi (SN DIKTI)) by referring to the Guidebook for Higher Education Curriculum Development in Indonesia and best practices in the implementation of Outcome-Based Education (OBE) curriculum design. The method used in this research is feature-oriented domain analysis (FODA), which includes context analysis, domain modeling, and architecture modeling. Experts in the field of OBE curriculum then validate the results of feature measurement and mapping. The study compares 27 Bauran features to 10 stages in the curriculum design guidebook and nine stages in the OBE curriculum design flow. The analysis results show that the Bauran system has implemented 10 out of 10 stages (100%) of curriculum design according to the curriculum design guidebook. However, Bauran has only implemented 8 out of 9 stages (89%) in the OBE curriculum flow. These findings not only provide feature recommendations for future Bauran development and other higher education curriculum management systems but also highlight the potential of the Bauran system for future development.

Exploration of the “Three Transformations, Four Integrations, Five Expansions” Hybrid Teaching Path in Curriculum and Teaching Innovation Reform: A Case Study of the “Design Drawing A” Course

Using the “Design Drawing A” course as a case study, this paper addresses key challenges encountered in the learning process by adopting a “student-centered” approach rooted in outcome-based education. The course team proposes a blended teaching model defined by “three transformations, four integrations, and five expansions,” which places students at the core of the learning experience. Through a comprehensive restructuring of the curriculum and innovative teaching methods, elements of civic education—including national identity, rule of law, scientific inquiry, and philosophical reasoning—are effectively integrated into the classroom. This model broadens the teaching process across multiple dimensions and refines the evaluation approach to be both multi-dimensional and dynamic. As a result, the course’s blended teaching approach yields significant, innovative outcomes.

Exploration and Practice of Teaching "Visual Expression Research" Course Oriented towards Outcomes-Based Education

Exploration and Practice of Teaching "Visual Expression Research" Course Oriented towards Outcomes-Based Education

Integrated Approach to Resolving Outcome-Based Education Implementation Issues in Higher Education

Outcome-Based Education (OBE) has been recognized as a leading pedagogical approach in higher education, focusing on achieving desired learning outcomes. Despite its significant potential for educational reform, the implementation of OBE often faces substantial challenges, including misalignment between expected learning outcomes and existing teaching practices, resource shortages, and resistance to change from faculty and administration. This study aims to identify and analyze the primary challenges in the implementation of OBE in higher education and to propose strategic measures to address these issues. An integrated approach, involving curriculum adjustments, enhanced faculty training, and improvements in assessment systems, is examined to enhance the effectiveness of OBE implementation. The study's findings indicate that a more adaptive OBE implementation model can address the challenges faced by higher education institutions

Exploration of Business English Teaching Mode in Applied Undergraduate Colleges Based on OBE Concepts

In the context of globalization, the demand for business English professionals is increasing, placing the application-oriented undergraduate institutions under the critical responsibility of cultivating business English graduates with practical abilities and professional competencies. However, the traditional teaching model tends to prioritize the impartation of linguistic knowledge, neglecting the cultivation of actual application skills, which fails to meet market demands. The Outcome-Based Education (OBE) philosophy, which is guided by learning outcomes and emphasizes the development of students' abilities, offers new insights for educational reform. This article reviews the current state of research on business English teaching models in application-oriented undergraduate institutions, highlighting the shortcomings of traditional models. Based on the OBE concept, this article explores the reconstruction of training objectives, the optimization of curriculum systems, the reform of teaching methods, and the improvement of evaluation systems as four core elements, and proposes implementation strategies involving strengthening top-level design, faculty development, school-enterprise cooperation, and information technology construction. These measures not only enhance the quality of education but also boost students' competitiveness in the workplace, providing valuable references for the reform of business English teaching models in application-oriented undergraduate institutions.

Course Construction of Cloud Computing based on 0utcome Based Education

With the rapid development and application of cloud computing technology, cloud computing has become an important component of contemporary information technology. The demand for cloud computing talents in society is also increasingly urgent. However, the current cultivation of cloud computing talents in universities is still insufficient to meet this demand. In response to these issues, the concept of Outcome-Based Education (OBE) is proposed to reform the course construction of the "Cloud Computing Technology" course. This paper systematically introduces the content arrangement of the theoretical part, the construction ideas and methods of the experimental sessions, and the course evaluation system in the "Cloud Computing Technology" course, and summarizes the teaching results.

Integrating Artificial Intelligence with NHEQF Descriptors for Pedagogical Excellence

This research investigates the critical need to integrate affective and psychomotor domains alongside cognitive development in educational systems to achieve the comprehensive ‘Exit Outcomes’ of Outcome-Based Education (OBE) and align with the National Higher Education Qualification Framework (NHEQF) descriptors. Traditional educational approaches are inadequate for these goals, prompting the introduction of the AI-Charya framework—a novel, artificial intelligence (AI)-driven pedagogical model. Utilizing a qualitative approach, this study explores the limitations of existing models and the transformative potential of generative AI. The AI-Charya framework provides adaptive, multimodal educational strategies that personalize learning and significantly enhance critical and creative thinking skills. Findings indicate that students engaged with AI-Charya show marked improvements in these areas, positioning them for success in an increasingly automated global workforce. However, the study’s generalizability is limited by its specific educational contexts, and further research is needed to assess long-term outcomes. Despite these limitations, the AI-Charya framework offers a pioneering blueprint for aligning educational practices with OBE and NHEQF standards, equipping students with the holistic competencies required for dynamic, future-oriented careers. This research has significant implications for policymakers, educators and curriculum developers aiming to enhance educational excellence through innovative methodologies.

The Application of Hybrid Instruction Mode in the Course of Geographic Information System Principles

Abstract. Geographic Information System Principles is one of the professional core courses for the students majoring in Geographic Information Science. It plays an important role in providing a theoretical foundation and technical support for subsequent professional courses. The course is offered in the second semester of the freshman year and is the first professional core course for students. There are four key issues that need to be addressed. Firstly, the main content of this course is extensive and the difficulty level is relatively high. Secondly,theory and software operation are disconnected in traditional classes. Thirdly, the traditional teaching mode can not well stimulate students' interest. Fourthly, the traditional teaching and learning evaluation method focuses on results but not process. Hence, we rely on the online teaching platform of our school to carry out Hybrid Instruction Mode, hoping to improve students' learning effect and improve teaching quality. Based on the outcome-based education (OBE) concept, we refine the teaching objectives, and subsequently enhance the teaching materials. Then, we have built a blended teaching mode. The whole teaching process is divided into four parts including "course guidance", "pre-class self-study", "in-class practice", and "post-class research". Online and offline teaching are connected with various activities. Discussions, exercises, reflections, assessments, critical thinking, paper reading and homework are online activities. Guidance, analysis and practice are offline activities. During the teaching process, we also reformed teaching method and carried out ecological civilization and scientific spirit education.We optimized the assessment method using the formative evaluation. The course objectives are almost achieved.

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Challenges in Integrating Outcome-Based Education (OBE) in Higher Education Institutions: A Systematic Literature Review

Challenges in Integrating Outcome-Based Education (OBE) in Higher Education Institutions: A Systematic Literature Review

Development of College English Listening and Speaking Course Based on an Outcome-Based Education Approach Combined with Blended Learning to Enhance English Listening and Speaking Skills of Non-English Major Freshmen Students at Xi’an University

Background and Aim: This study was a research and development of a College English Listening and Speaking Course. The objectives of this research were 1) To study the background information focusing on course components and existing problems of the College English Listening and Speaking Course. 2) To develop the components and quality of the College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning. 3) To study the effectiveness of implementing College English Listening and Speaking Course based on outcome-based education combined with blended learning to enhance English listening and speaking skills of non-English major students. Materials and Methods: The sample of this study was 40 non-English major freshmen students from Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) College English Listening and Speaking Course based on the outcome-based education approach combined with blended learning and its lesson plans, 2) English listening skills test with .88 of reliability, and 3) English speaking skills test with .74 of reliability 4) students’ satisfaction questionnaire with .79 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: The research results found that 1) the background information of the College English Listening and Speaking Course and its current problems were principles, objectives, content, instructional strategy, media, and resource evaluation. 2) College English Listening and Speaking Course based on outcome-based education approach and blended learning consisted of 6 steps, that is, Step 1: Determine expected learning outcomes (OBE) Step 2: Design teaching activities(OBE) Step 3: Design teaching methods (blended learning) Step 4: Design teaching assessments (OBE and blended learning) Step 5: Continuous feedback and adaptation (OBE) Step 6: Reflection and improvement (OBE and blended learning) 3) the results of implementation of College English Listening and Speaking Course based on outcome-based education approach combined with blended learning found that (1) Students’ English listening skills after using outcome-based education approach combined with blended learning method was higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (2)Students’ English speaking skills after using an outcome-based education approach combined with the blended learning method were higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (3)The satisfaction of students after using the outcome-based education approach combined with the blended learning method was at a higher level (M=4.11, SD=0.64). Conclusion: The developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning has a significant effect on enhancing the English listening and speaking skills of non-English major students at Xi’an University. Students are satisfied with the developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning.

Curriculum System Reform in the Industry-University Cooperative Education Model Based on OBE

Firstly, the Outcome-Based Education (OBE) theory and the industry-university cooperative education mode are studied, and then the current situation and existing problems of virtual reality education are analyzed. On this basis, taking the course "Virtual Reality Applications" of the digital media art major at Zhejiang Normal University as the object, industry-university cooperative education as the path, a curriculum system reform guided by the OBE is designed and implemented. This reform is output-oriented, result-based, reverse-designed to create a curriculum system. Through online and offline blended teaching and multi-evaluation, so that enterprises can participate in all stages of the process. Through this reform, the innovation ability of students will be improved, and the disconnection between talent training and industry demand will be avoided, so as to improve the quality of talent development.

Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators

Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.

Reform and Practice of University Physics Experimental Teaching Based on OBE Concept

Aiming at the problems of unclear teaching objectives, obsolete content, and single method in the experimental teaching of university physics at our university, we have implemented a series of reform initiatives. It mainly includes clarifying the student-centered teaching objectives, optimizing the experimental content, innovating the teaching methods, improving the assessment and evaluation system, and improving the experimental conditions [1,2]. After the implementation of the reform, the learning effectiveness of students has been significantly improved, the teaching level of teachers has been significantly enhanced, the curriculum system has been optimized, the efficiency of teaching management has been enhanced, and social recognition has been strengthened. Practice shows that the teaching reform based on the outcome-based education concept effectively improves the quality of university physics experimental teaching and lays the foundation for cultivating innovative talents.

Research on the Construction of a Comprehensive Teaching Case Library for Ergonomics under the OBE Concept

In recent years, case-based teaching has become a hot spot in higher education reform, and the construction of case libraries has received increasing attention. The development of teaching case libraries not only promotes changes in talent training models but also enhances teaching effectiveness. Taking the ergonomics course as an example, this paper explores the construction of a comprehensive teaching case library for ergonomics under the outcome-based education concept, providing a reference for future ergonomics teaching case library development.

Strategies for Improving the Quality of English Teaching for Postgraduate Entrance Exams in Private Colleges Based on Outcome-Based Education (OBE)

With the deepening of educational reform in China, the teaching of English for postgraduate entrance exams in private colleges faces challenges such as unclear teaching objectives, outdated curriculum content, monotonous teaching methods, and inadequate assessment systems. As an emerging educational model, Outcome-Based Education (OBE) offers effective solutions to these problems through clear learning outcomes, innovative teaching strategies, and a comprehensive assessment system. This paper analyzes the current situation and challenges of English teaching for postgraduate entrance exams in private colleges based on the OBE concept and proposes specific strategies for improving teaching quality. The research shows that restructuring teaching objectives, optimizing teaching content and resources, innovating teaching methods, and establishing a scientific assessment system can significantly enhance teaching quality and students' competitiveness in postgraduate entrance exams. This paper aims to provide theoretical support and practical guidelines for the reform and practice of English teaching for postgraduate entrance exams in private colleges.