Objective

2

To explore the effectiveness of a blended teaching model centered on guided notes in the course of Digestive System

and analyze its feasibility as a means of implementing outcome-based education (OBE) and as a tool for formative assessment.

Methods

2

A teaching experiment was conducted from April to May 2025 among 60 students from the 2021 cohort of the "5+3" integrated clinical medicine program at Suzhou Medical College of Soochow University. Using classes as the unit of allocation

the students were randomly assigned by drawing lots to an observation group and a control group

with 30 students in each group. The observation group adopted a guided notes-centered blended teaching model based on the OBE concept

whereas the control group adopted the traditional lectur

e-based method combined with case-based learning (CBL). After teaching

final examination scores for the digestive system section

stage quiz scores

CBL scores

and converted total course scores were collected and compared between the two groups. Moreover

the learning process and experience of students in the observation group were evaluated through questionnaire survey and learning platform data

including video learning completion rate and note completion rate. Statistical analysis was performed using SPSS 26.0. Measurement data were expressed as mean±standard deviation

and intergroup comparisons were conducted using the independent-samples

t

test.

Results

2

Compared with the control group

the observation group showed significantly higher final examination score (37.35±5.67 vs. 32.47±8.70

P

=0.013)

stage quiz score (95.08±3.04 vs. 85.00±6.49

P

<

0.001)

CBL score (82.25±11.15 vs. 75.27±11.21

P

=0.019)

and converted total course score (81.19±9.03 vs. 75.05±7.66

P

=0.006). In the observation group

both the video learning completion rate and the note completion rate were 100.00%. The questionnaire survey showed that students gave favorable evaluations of this teaching model. Among the items

helpfulness in improving self-directed learning ability (4.68±0.69) and helpfulness in enhancing clinical thinking ability (4.60±0.71) received the highest scores

and the proportion of high scores (≥4 points) reached 88.00%. Guided notes were selected as the most helpful teaching component (64.00%).

Conclusions

2

The OBE-based blended teaching model centered on guided notes improves student performance in knowledge mastery

learning engagement

and competency development

and provides a feasible pathway for course-level competency cultivation and formative assessment.