Integrating Outcome-Based Education (OBE) and Problem-Based Learning (PBL) in Psychiatric Clinical Practice Teaching: An Empirical Study

Abstract Objective To assess the viability and effectiveness of combining Outcome-Based Education (OBE) with Problem-Based Learning (PBL) in the teaching of psychiatric clinical practice. Methods Overall, 43 fifth-year undergraduate psychiatry majors were enrolled in the study. Based on free will, 21 interns opted for the traditional lecture-based method and served as the Control Group while 22 interns participated in the OBE-PBL integrated teaching approach forming the Study Group. The two groups were compared in terms of theoretical assessment scores, practical assessment scores, teaching satisfaction, and the achievement of career plans (postgraduate entrance exam success or employment in tertiary hospitals) were compared between the two groups one year after graduation. Results There was no significant difference (p > 0.05) between the groups with relation to baseline characteristics (age, gender, source institution, fourth-year GPA). The Study Group achieved significantly higher scores when compared with the Control Group on the final theoretical assessment (88.45 ± 4.76 vs. 83.81 ± 5.30, p < 0.05), overall practical assessment (84.68 ± 3.27 vs. 80.57 ± 3.20, p < 0.05), and teaching satisfaction (91% vs. 62%, p < 0.05). Similarly, the Study Group performed better when compared with the Control Group (91% vs. 57%, p < 0.05) in the achievement of the career plan one year after graduation. Conclusion Integrating OBE with PBL significantly enhances the effectiveness of psychiatric clinical practice teaching.