Application of OBE-based PBL teaching method in electroencephalography education_Journal of Epilepsy

Authors：

CAI Xiaoyu ¹ , WANG Cuishan ^1,2 , ZHOU Peng ² , LI Bin ² ,  HE Na ²

1. The Second Clinical College of Guangzhou Medical University, Guangzhou 510260, China;
2. Department of Neurology, Second Affiliated Hospital of Guangzhou Medical University, Guangzhou 510260, China;

Corresponding author：

HE Na, Email: henachilli@163.com

Keywords：

Outcome-based education; Problem-based learning; Case-based teaching; Flipped classroom; Electroencephalography

DOI：

10.7507/2096-0247.202410014

Video：

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Abstract Full text Figures/Tables Video References Cited by

Outcome-based education (OBE) emphasizes student learning outcomes as the core, utilizing a backward design approach to construct the curriculum. In teaching practice based on OBE, teachers need to develop a blueprint in advance that is closely aligned with the content of the teaching, aiming to promote deep learning and ensure that students can fully demonstrate their learning outcomes. Electroencephalogram (EEG) is a widely used technology in the field of neuroscience, and the special EEG changes convey a variety of information, which is crucial to the study of diseases. However, due to its specialization and learning difficulty, EEG teaching has been facing many challenges. Under the guidance of OBE concept, traditional knowledge lecture and problem-based learning (PBL) are organically integrated, combined with case analysis and flipped classroom teaching mode, which are applied in EEG teaching practice, in order to obtain more ideal teaching effect.

Citation： CAI Xiaoyu, WANG Cuishan, ZHOU Peng, LI Bin, HE Na. Application of OBE-based PBL teaching method in electroencephalography education. Journal of Epilepsy, 2025, 11(1): 73-76. doi: 10.7507/2096-0247.202410014 Copy

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2.	Liu CX, Ouyang WW, Wang XW, et al. Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore). 2020, 99(16): e19687.
3.	Zhao W, He L, Deng W, et al. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Med Educ, 2020, 20(1): 381.
4.	Wang A, Xiao R, Zhang C, et al. Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training. BMC Med Educ, 2022, 22(1): 487.
5.	Yeo S, Chang BH. Implementation of problem-based learning in medical education in Korea. Korean J Med Educ, 2017, 29(4): 271-282.
6.	Zhang J, Chen H, Wang X, et al. Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents. BMC Med Educ, 2024, 24(1): 366.
7.	Kamp RJA, Dolmans DHJM, Van Berkel HJM, et al. Can students adequately evaluate the activities of their peers in PBL?. Med Teach, 2011, 33(2): 145-150.
8.	Li F, Luo J, Zhang H, et al. The application of problem-based learning combined with case-based learning in EEG teaching. J Med Educ Curric Dev, 2024, 11: 23821205241252277.
9.	Lake FR. Teaching on the run tips 9: in-training assessment. Medical Journal of Australia, 2005, 183(1): 33-34.
10.	Lake FR, Ryan G. Teaching on the run tips 8: assessment and appraisal. Medical Journal of Australia, 2005, 182(11): 580-581.
11.	Mellis CM. Optimizing training: what clinicians have to offer and how to deliver it. Paediatr Respir Rev, 2008, 9(2): 105-112; quiz 112-103.
12.	Jon Veloski, James R. Boex, Margaret J. Grasberger, et al. Systematic review of the literature on assessment, feedback and physicians' clinical performance: BEME Guide No. 7. Med Teach, 2006, 28(2): 117-128.
13.	Orsini C, Rodrigues V, Tricio J, et al. Common models and approaches for the clinical educator to plan effective feedback encounters. J Educ Eval Health Prof, 2022, 19: 35.
14.	Burgess A, van Diggele C, Roberts C, et al. Key tips for teaching in the clinical setting. BMC Med Educ, 2020, 20(Suppl 2): 463.

1. Bingaman N, Ferguson L, Thompson N, et al. The relationship between mood and anxiety and cognitive phenotypes in adults with pharmacoresistant temporal lobe epilepsy. Epilepsia, 2023, 64(12): 3331-3341.
2. Liu CX, Ouyang WW, Wang XW, et al. Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore). 2020, 99(16): e19687.
3. Zhao W, He L, Deng W, et al. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Med Educ, 2020, 20(1): 381.
4. Wang A, Xiao R, Zhang C, et al. Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training. BMC Med Educ, 2022, 22(1): 487.
5. Yeo S, Chang BH. Implementation of problem-based learning in medical education in Korea. Korean J Med Educ, 2017, 29(4): 271-282.
6. Zhang J, Chen H, Wang X, et al. Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents. BMC Med Educ, 2024, 24(1): 366.
7. Kamp RJA, Dolmans DHJM, Van Berkel HJM, et al. Can students adequately evaluate the activities of their peers in PBL?. Med Teach, 2011, 33(2): 145-150.
8. Li F, Luo J, Zhang H, et al. The application of problem-based learning combined with case-based learning in EEG teaching. J Med Educ Curric Dev, 2024, 11: 23821205241252277.
9. Lake FR. Teaching on the run tips 9: in-training assessment. Medical Journal of Australia, 2005, 183(1): 33-34.
10. Lake FR, Ryan G. Teaching on the run tips 8: assessment and appraisal. Medical Journal of Australia, 2005, 182(11): 580-581.
11. Mellis CM. Optimizing training: what clinicians have to offer and how to deliver it. Paediatr Respir Rev, 2008, 9(2): 105-112; quiz 112-103.
12. Jon Veloski, James R. Boex, Margaret J. Grasberger, et al. Systematic review of the literature on assessment, feedback and physicians' clinical performance: BEME Guide No. 7. Med Teach, 2006, 28(2): 117-128.
13. Orsini C, Rodrigues V, Tricio J, et al. Common models and approaches for the clinical educator to plan effective feedback encounters. J Educ Eval Health Prof, 2022, 19: 35.
14. Burgess A, van Diggele C, Roberts C, et al. Key tips for teaching in the clinical setting. BMC Med Educ, 2020, 20(Suppl 2): 463.

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