Evaluation of students’ satisfaction with obe teaching modes in the manual therapy course by students’ evaluation of educational quality questionnaire

OBJECTIVE: To design a teaching model of innovative theoretical and practical workshop for manual therapy (MT, also known as Tuina) course within Chinese higher medical education based on outcome-based education (OBE) concept, and to explore its implementation effect and application evaluation. METHODS: Sixty undergraduate students were randomly divided into three groups: lecture-based learning (LBL), blended teaching (LBL with online self-study), and OBE. The OBE group received student-centered modules combining theory and cognitive training. Effectiveness was assessed using the students’ evaluation of educational quality questionnaire (SEEQ) for dimensions like enthusiasm and interaction, as well as final course score. RESULTS: The OBE group achieved significantly higher final score (87.15 ± 3.30, 95% CI: 85.61–88.70) than blended (84.70 ± 3.18, 95% CI: 83.21–86.19) and LBL groups (81.80 ± 4.60, 95% CI: 79.65–83.95). OBE also showed superior SEEQ ratings in group interaction, satisfaction, and breadth than the other teaching models, with lower learning burden compared to blended teaching. CONCLUSIONS: The OBE-based MT course showed capacity in improving teaching satisfaction and effectiveness by integrating theory with practice, fostering cognitive engagement, and advancing innovative thoughts. OBE-trained students demonstrated relatively enhanced learning and thinking abilities, supporting their career development. The study highlighted the potential significance of OBE in cultivating the professional competence of traditional Chinese medicine students, thus may bridge traditional therapeutic wisdom with modern healthcare needs. However, large-scale and multi-center studies need to be conducted to further support the existing findings.