Abstract：Objective：To systematically evaluate the impact of the Outcome-Based Education（OBE）model on students' academic performance in the teaching reform of "Medical Microbiology" course，and provide evidence-based support for optimizing the teaching design of this course.Methods：Computer-based searches were conducted in China National KnowledgeInfrastructure（CNKI），Wanfang Data，and VIP databases to retrieve all comparative studies on the application of OBE teaching reform in medical microbiology published from the establishment of the database to March 2025. Two researchers independently conducted literature screening and data extraction，and the methodological quality of the included studies was evaluated using the MINORS scale. Using Stata 18.0 software，the standardized mean difference（SMD）and its 95% confidence interval（CI）were used as effect sizes for combined analysis. Q test and I2 statistics were used to assess heterogeneity，and subgroup analysis was conducted to explore the sources of heterogeneity. Meanwhile，funnel plots，Egger's test，and sensitivity analysis were used to evaluate the robustness and publication bias of the results.Results：A total of 10 comparative studies were included，involving 1541 students（789 in the OBE teaching group and 752 in the traditional teaching group）. The meta-analysis results showed that the assessment scores of students in the OBE teaching group were significantly higher than those in the traditional teaching group，with a combined standardized mean difference（SMD）of 1.385（95% confidence interval： 0.782 - 1.988，P < 0.001），and the effect size was highly significant. There was a high degree of heterogeneity among the studies（I2= 85.3%，P<0.001）. Subgroup analysis showed that the OBE model integrating blended teaching and formative assessment had a more significant effect. Publication bias testing did not reveal any significant bias，and sensitivity analysis confirmed the robustness of the results. Conclusion：Current evidence indicates that implementing OBE teaching reform in the "Medical Microbiology" course can effectively improve students' academic performance，especially when it is deeply integrated with blended teaching and process-based evaluation，the effect is more significant. It is recommended to systematically plan the teaching and evaluation phases under the premise of clearly defining learning outcome goals，in order to promote the integrated development of students' knowledge and abilities.
ZhongliangWang et al. (Thu,) studied this question.