Application of learning portfolio assessment model based on the OBE concept in clinical practice teaching: A controlled study

Background: The reform of medical education evaluation currently focuses on implementing outcome-based education and process assessments. This study aims to explore the effectiveness of a learning portfolio assessment model based on the outcome-based education (OBE) concept in clinical practice. Methods This study employed a quasi-experimental research design. Undergraduate students pursuing an eight-year clinical program and enrolled in 2014 and 2015 cohorts who participated in the internship program from 2020 to 2022 were set as the control group (n = 53, using the traditional evaluation system) and the experimental group (n = 54, using the learning portfolio assessment based on the OBE concept), respectively. After clinical rotations concluded, evaluations included theoretical examinations in the core subjects of internal medicine, surgery, obstetrics, and pediatrics; the National Medical Licensing Examination (NMLE); and a satisfaction survey questionnaire on practical teaching effectiveness. Results The experimental group demonstrated superior performance in the theoretical end-of-rotation examinations and the NMLE compared to the control group (P  0.05). Conclusions The learning portfolio assessment model based on the OBE concept enhanced the students’ clinical practical skills, overall clinical scores, and satisfaction with practical teaching.