Integrating Outcome-Based Education (OBE) and Problem-Based Learning (PBL) in psychiatric clinical practice teaching: an empirical study – BMC Medical Education

Report on an Educational Intervention in Psychiatric Internships Aligned with Sustainable Development Goals

Introduction: Enhancing Medical Education for Global Health

This report details a study conducted from September 2022 to June 2024 at the Huai’an Clinical College of Mental Health, Jining Medical University. The research evaluated the efficacy of an innovative teaching model for undergraduate psychiatry students, framing the educational outcomes within the context of the United Nations Sustainable Development Goals (SDGs). The primary focus is on advancing SDG 4 (Quality Education) to produce competent medical professionals, thereby contributing to SDG 3 (Good Health and Well-being) by improving mental healthcare services.

Methodology: A Comparative Study in Medical Pedagogy

Study Cohort and Contribution to SDG 10 (Reduced Inequalities)

The study involved 43 fifth-year undergraduate psychiatry interns, ensuring an equitable basis for comparison in line with SDG 10.

• Total Participants: 43 students.
• Study Period: September 2022 – June 2024.
• Group Allocation: Based on voluntary participation.
  • Control Group: 21 students (11 male, 10 female) receiving conventional instruction.
  • Study Group: 22 students (12 male, 10 female) receiving an innovative teaching model.
• Baseline Comparability: No statistically significant differences (p > 0.05) were observed between the groups regarding gender, age, university origin, or prior academic performance, ensuring a fair evaluation.

Ethical approval (No. 2023002) was obtained from the Ethics Committee of Huai’an NO.3 People’s Hospital, with all procedures adhering to the Declaration of Helsinki and securing informed consent from all participants.

Instructional Models and Alignment with SDG 4 (Quality Education)

Both groups completed a standard 480-credit-hour psychiatric clinical practice curriculum. The distinction lay in the pedagogical approach, directly impacting the quality and nature of the education provided (SDG 4).

Control Group: Conventional Teaching Model

This approach utilized a traditional, lecture-based method.

• Instruction: Systematically delivered by experienced physicians based on a standard curriculum.
• Student Role: Primarily passive, involving listening and post-lecture Q&A sessions.
• Format: Large-group instruction with limited interactivity.

Study Group: OBE-PBL Integrated Model for Sustainable Learning

This model integrated Outcome-Based Education (OBE) with Problem-Based Learning (PBL), fostering skills essential for sustainable development as outlined in SDG Target 4.7.

• Initial Training: Both instructors and students received training on OBE and PBL principles.
• Personalized Goal Setting: Customized training objectives were developed based on student data and career plans, promoting relevant skills for employment (SDG Target 4.4).
• Collaborative Learning: Students were placed in small groups (4-5 members) to work on PBL plans covering theory, clinical practice, and research, encouraging active participation and problem-solving.
• Dynamic Adjustment: Teaching activities were optimized in real-time based on student feedback, ensuring a responsive and effective learning environment.

Assessment Framework and Performance Indicators

Evaluating Educational Outcomes for SDG Advancement

A multi-dimensional evaluation system was implemented to assess the impact of the teaching models on student development, reflecting a commitment to quality assurance in education (SDG 4). The following indicators were observed:

1. Theoretical Assessment Scores: A standardized, closed-book written examination (100 points) was used to measure the interns’ grasp of core psychiatric knowledge.
2. Practical Assessment Scores: A multi-station assessment using Standardized Patients (SP) and Objective Structured Clinical Examinations (OSCE) evaluated clinical competence. The total score was weighted across four stations focusing on clinical skills, reasoning, and examination interpretation.
3. Teaching Satisfaction: An anonymous, self-designed questionnaire (20 items, Likert 5-point scale) measured student satisfaction with teaching methods, content, and assessment design.
4. Career Plan Achievement Rate: A one-year post-graduation follow-up determined the rate at which interns achieved their stated career goals (e.g., postgraduate admission, employment in tertiary hospitals). This indicator directly links educational outcomes to SDG 8 (Decent Work and Economic Growth) by measuring the transition to high-skilled, meaningful employment.

Statistical Analysis

Data Evaluation Methods

All collected data were processed using SPSS 26.0 software to ensure robust analysis.

• Data Representation: Measurement data were expressed as mean ± standard deviation, while categorical data were presented as percentages.
• Comparative Tests: The independent samples t-test was used for normally distributed measurement data. The chi-square test or Fisher’s exact test was used for categorical data.
• Significance Level: A p-value of less than 0.05 was considered statistically significant.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being

  The article is centered on the clinical education of psychiatry students. Improving the training of future mental health professionals directly contributes to enhancing the quality and availability of mental healthcare services, which is a key aspect of ensuring healthy lives and promoting well-being for all.

• SDG 4: Quality Education

  The core of the article is a comparative study between a conventional teaching model and an innovative OBE-integrated PBL model. It explicitly focuses on improving the quality of tertiary education by evaluating teaching methods, assessment systems, and learning outcomes (both theoretical and practical) for medical students.

• SDG 8: Decent Work and Economic Growth

  The study measures the long-term success of the educational models by tracking the “achievement rate of career plans one year after graduation.” This connects the quality of education directly to the students’ ability to secure productive employment in high-level hospitals or pursue further specialized training, contributing to a skilled workforce.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 3: Good Health and Well-being

   • Target 3.c: “Substantially increase health financing and the recruitment, development, training and retention of the health workforce in developing countries…” The article directly addresses the “development” and “training” of the health workforce by examining methods to improve the clinical and theoretical competence of future psychiatrists.

2. SDG 4: Quality Education

   • Target 4.3: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.” The study is fundamentally about enhancing the *quality* of tertiary education (university level) for a specialized technical field (psychiatry).
   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The research aims to equip students with superior clinical practice skills, clinical reasoning, and theoretical knowledge, which are the “relevant skills” needed for their future employment as physicians.

3. SDG 8: Decent Work and Economic Growth

   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” The study’s follow-up on graduates’ career paths directly measures the successful transition of youth from education into employment (in tertiary hospitals) or further education (postgraduate programs), aligning with the goal of this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for SDG 3 (Good Health and Well-being)

  • Competence of Health Workforce: The article uses “Practical assessment scores” derived from Objective Structured Clinical Examinations (OSCE) to measure students’ competence in clinical skills, clinical reasoning, and professional quality, which are direct indicators of the quality of the future health workforce.
  • Specialized Training Curriculum: The study outlines a curriculum of 480 credit hours for psychiatric clinical practice, focusing on diseases like schizophrenia, mood disorders, and neurotic disorders, indicating investment in specialized health worker training.

• Indicators for SDG 4 (Quality Education)

  • Student Performance Scores: The “Theoretical assessment scores” and “Practical assessment scores” are direct quantitative indicators of the knowledge and skills acquired by students.
  • Student Satisfaction: The “Teaching satisfaction” questionnaire provides a qualitative indicator of the perceived quality of the educational methods, content, and assessment design.
  • Innovative Teaching Models: The implementation and evaluation of the “OBE-integrated PBL teaching model” itself serves as an indicator of efforts to improve the quality and effectiveness of higher education.

• Indicators for SDG 8 (Decent Work and Economic Growth)

  • Youth Employment/Education Rate: The “Achievement rate of career plans one year after graduation” is a specific, measurable indicator used in the article to track the proportion of graduates who successfully transition into productive employment or further education.
  • Definition of Productive Employment: The article defines a successful outcome as securing “employment in tertiary hospitals” or gaining “admission to postgraduate programs,” providing a clear benchmark for what constitutes a decent career path for these graduates.

4. Summary Table of SDGs, Targets, and Indicators

Source: bmcmededuc.biomedcentral.com