Hybrid Teaching Reform of Education and Rehabilitation Major's "Human Anatomy" Course Based on the OBE Framework

This study investigates the efficacy of a blended teaching approach implemented in the "Human Anatomy" course within the Education and Rehabilitation major, utilizing the Outcome-Based Education (OBE) framework. Employing teaching reform and a questionnaire survey as methodological tools, the study focused on a cohort of 28 students enrolled in the 2022 Education and Rehabilitation class, spanning 16 weeks and total 64 instructional hours. The teaching reform entailed multifaceted enhancements encompassing the redefinition of instructional objectives, optimization of the syllabus and establishment of a comprehensive learning resource platform. A questionnaire survey was administered to students across academic years 2020 to 2022 within the Education and Rehabilitation major, evaluating regular grades, final grades, teaching appraisals, and self-assessments. Analytical scrutiny was conducted employing intergroup one-way analysis of variance or non-parametric tests, with a significance level set at 0.05. The findings revealed statistically significant disparities in both grades and teaching evaluation scores among the different class cohorts (p=0.021, p=0.043, p=0.039). Moreover, significant variations were evident in teaching assessment scores across ten dimensions between distinct classes, including practical application (p=0.031), applied knowledge (p=0.039), utilization of online platforms (p=0.043), and collaborative communication (p=0.046). It concludes that students from the 2022 class exhibited heightened acceptance in teaching evaluations and self-assessments. Furthermore, they acknowledged that the teaching reforms aligned with the OBE framework positively impacted their practical aptitude, utilization of online platforms, and collaborative communication skills.