Application of Backward Design Based on OBE Concept in Pathology Teaching

Wenqing SONG; Bo ZHU; Lan YU; Xiaomeng GONG

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Wenqing SONG, Bo ZHU, Lan YU, Xiaomeng GONG. Application of Backward Design Based on OBE Concept in Pathology Teaching[J]. Journal of Kunming Medical University.

Citation:

Wenqing SONG, Bo ZHU, Lan YU, Xiaomeng GONG. Application of Backward Design Based on OBE Concept in Pathology Teaching[J]. Journal of Kunming Medical University.

Wenqing SONG, Bo ZHU, Lan YU, Xiaomeng GONG. Application of Backward Design Based on OBE Concept in Pathology Teaching[J]. Journal of Kunming Medical University.

Citation:

Wenqing SONG, Bo ZHU, Lan YU, Xiaomeng GONG. Application of Backward Design Based on OBE Concept in Pathology Teaching[J]. Journal of Kunming Medical University.

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Application of Backward Design Based on OBE Concept in Pathology Teaching

Department of Pathology，Bengbu Medical University，Bengbu Anhui 233030，China

Received Date: 2025-09-05
Available Online: 2026-03-29

Abstract

Abstract

Objective To explore the application and effectiveness of backward design teaching model based on Outcome Based Education （OBE） in pathology teaching, and to assess its impact on clinical thinking ability and knowledge integration ability of clinical medicine students. Methods Based on the principle that there were no significant differences among students in terms of age composition, gender, learning foundation, admission scores, or relevant subject scores, 120 students from two classes of the 2023 cohort in Clinical Medicine at Bengbu Medical College were selected. Based on student preferences, they were randomly divided into two groups of 60 students each, serving as the experimental group and control group respectively. The experimental group received the backward design teaching model （objective-orientation→ assessment design → teaching activities）, while the control group received traditional teaching model. Comprehensive evaluation was conducted from three dimensions—learning process, academic performance, and learning experience—based on students' performance in group discussions, examination scores, and questionnaire survey results. Results （1） Learning process: Speaking frequency in the experimental group increased significantly, with the rate of opinion adoption showing positive correlation with discussion frequency （r = 0.98, P < 0.001）. （2） Academic performance: The experimental group demonstrated significantly higher excellent rates in both objective questions （75% vs 53.3%, P < 0.01） and subjective questions （91.5% vs 38.3%, P < 0.001） compared to the control group; （3） Learning experience: The experimental group showed significant improvements in depth of knowledge comprehension, critical thinking, and clinical application ability （P < 0.05）, but showed no statistical significance in time management ability （P = 0.116）. Conclusion Backward design teaching based on OBE concept can effectively enhance the quality of pathology teaching, promote the cultivation of students' clinical thinking ability, and strengthen knowledge integration and application capabilities.
- Outcome based education,
- Backward design,
- Pathology teaching,
- Clinical thinking

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References(24)

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