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With the advent of the digital age and Industry 4.0, the communication skills of engineering students has been exerting gradually increasing influence on the need for enhanced student employability. To address this issue, this study evaluates the influence of communication skills on the employability of engineering students from the aspects of verbal and non-verbal skills through the four key elements of Outcome-Based Education (OBE) theory. A total of 130 college engineering students and practitioners participated in the questionnaire survey, and the hypotheses were tested by regression analysis and a structural equation model (SEM). The results show that in the digital age, the verbal (p < 0.01) and non-verbal (p < 0.001) components of students’ communication skills play a significant role in the employability of engineering students. Meanwhile, the employer’s assessment simultaneously makes a significant contribution to the further improvement of students’ communication skills, which can help educators further cultivate and improve students’ communication skills through the assessment of their employability by employers. Therefore, this research has theoretical and practical significance, which not only enriches the basic theoretical knowledge, but also broadens the training methods of engineering students in the digital age, thus enhancing their employability.

Objective To assess the viability and effectiveness of combining Outcome-Based Education (OBE) with Problem-Based Learning (PBL) in the teaching of psychiatric clinical practice. Methods Overall, 43 fifth-year undergraduate psychiatry majors were enrolled in the study. Based on free will, 21 interns opted for the traditional lecture-based method and served as the Control Group while 22 interns participated in the OBE-PBL integrated teaching approach forming the Study Group. The two groups were compared in terms of theoretical assessment scores, practical assessment scores, teaching satisfaction, and the achievement of career plans (postgraduate entrance exam success or employment in tertiary hospitals) were compared between the two groups one year after graduation. Results There was no significant difference ( p  > 0.05) between the groups with relation to baseline characteristics (age, gender, source institution, fourth-year GPA). The Study Group achieved significantly higher scores when compared with the Control Group on the final theoretical assessment (88.45 ± 4.76 vs. 83.81 ± 5.30, p  < 0.05), overall practical assessment (84.68 ± 3.27 vs. 80.57 ± 3.20, p  < 0.05), and teaching satisfaction (91% vs. 62%, p  < 0.05). Similarly, the Study Group performed better when compared with the Control Group (91% vs. 57%, p  < 0.05) in the achievement of the career plan one year after graduation. Conclusion Integrating OBE with PBL significantly enhances the effectiveness of psychiatric clinical practice teaching.

Background Medical education has predominantly adhered to a process-based education model. Recently, outcome-based education (OBE) has emerged as a dominant pedagogical framework, facilitating simultaneous acquisition of theoretical knowledge, practical skills, and clinical experience. In 2020, our medical school implemented a new curriculum designed to integrate clinical skills training and experiential learning with foundational knowledge from the first year. Herein, we evaluated whether the clinical competencies of New Curriculum Students (NCS) are superior to the clinical competencies of Traditional Curriculum Students (TCS). Specifically, we clarified how self-assessment scores related to competencies in “Professional practice skills” evolved over time, and analyzed the longitudinal trends in self-assessment scores. Methods We included TCS enrolled between 2016 and 2019, and NCS enrolled between 2020 and 2023. Self-assessment of students’ competencies in “Professional practice skills,” a core component of our institution’s competency framework, was conducted by online survey. Competency levels were categorized into Levels A, B, and C. Results The self-assessment scores of NCS were significantly higher than those of TCS across most competency domains of “Professional practice skills.” The “Medical interview and physical examination” competency revealed that first-year NCS achieved scores equivalent to those of fourth-year TCS. These scores were either maintained or improved as students progressed in years. In the “Clinical skills” competency, NCS outperformed TCS at all levels from the first to the third year, and at Level A in the fourth year. In the “Medical record charting” competency, NCS achieved significantly higher scores than TCS across all levels during the first and second years. Discussion The early acquisition of clinical skills and exposure to clinical practice enabled students to consistently maintain high self-assessment scores. A curriculum design aligned with OBE appears to foster a heightened sense of self-efficacy among students. This approach is anticipated to facilitate a seamless transition into clinical responsibilities as future physicians.

Objective To design a teaching model of innovative nursing practice workshop for new nurses based on creativity component theory and OBE concept, and to explore its implementation effect and application evaluation. Methods Using convenience sampling, 50 newly recruited nurses in 2021 from a tertiary hospital in Chengdu were selected as the study subjects and taught using the new nurses’ innovative practice workshop based on creativity component theory and the OBE concept. Results Before and after the implementation of the teaching, the new nurses’ creativity scale scores were significantly improved, and the effects of practice demonstration, teaching satisfaction results, and research output (one-year follow-up) were better. All 50 new nurses (100%) expressed willingness to participate in the course again. Conclusions Based on creativity component theory and the OBE concept, the innovative practice workshop for new nurses integrates theory and practice, and fully mobilizes students’ thinking, interest, and subjective initiative; during the teaching process, students’ creative thinking and problem-solving skills are improved, in addition, teamwork, literature review, communication and other skills are improved to different degrees, which is conducive to the research results. In addition, students’ abilities in teamwork, literature review, communication, and other aspects have been improved to different degrees, which is conducive to producing scientific research results and lays a good foundation for their future career development. No patient or public contribution No patient or public contribution is involved in this study.

In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of the world and students and faculty transitioning to remote learning. Although the immediate audience assumed in this paper comprises engineering students (such as those enrolled in electrical, electronics, or computer engineering programs) studying in an outcome-based education (OBE) environment—the global educational paradigm mandated by the Washington Accord that aims to standardize engineering competencies in terms of the attained student learning outcomes—the presented ideas are more general and broadly useful for learners of all types. We will describe seven evidence-based steps that the students can adopt to thrive in OBE settings in these challenging times. The main contribution of this paper is practical: we present a synthesis of the vast research literature on effective student learning in normal, online, and disrupted settings to present practical insights that students can leverage to substantially improve their learning. At the end of the paper, we also present a discussion of important issues related to remote teaching and online education such as ensuring equity and the handling of lab work for engineers in such settings (e.g., through simulators and virtual labs).

This research explores the integration of Outcome-Based Education (OBE) into the curriculum through a blended learning approach within the Learning Management System (LMS) in secondary education. The study employs a systematic methodology, commencing with an in-depth literature review to establish a robust theoretical framework. The focused observational technique involves participant observation with student groups. The research aims to observe the direct implementation of outcome-based education through a blended learning platform, emphasizing student interactions and teaching effectiveness. The primary contribution of this study lies in discovering the implementation methods of outcome-based education on an LMS platform, which has a significant impact on integrating more effective assessment methods for student learning outcomes. The holistic approach of this study provides a comprehensive understanding of the dynamics and effectiveness of outcome-based curricula through blended learning in the Learning Management System in secondary education settings. The research findings indicate a success rate, demonstrating an average increase in student interest of 11.93122.

The rapid integration of artificial intelligence (AI) in education has transformed traditional teaching methodologies, particularly within Outcome-Based Education (OBE), in higher education. Based on the Technological Pedagogical Content Knowledge (TPACK) model and the OBE system, this present study investigates how teachers perceive AI applications, specifically ChatGPT, in enhancing instructional design and student performance. The research develops a new AI-based instructional planning model, incorporating AI ChatGPT capabilities, teacher competencies, and their direct and indirect effects on student outcomes. This study employs quantitative research design using Structural Equation Modeling (SEM) to validate the proposed model. Data were collected from 320 university teachers in Pakistan using a structured survey distributed through WhatsApp and email. Findings from the direct path analysis indicate that AI ChatGPT capabilities significantly enhance instructional planning (β = 0.33, p < 0.001) and directly impact student performance (β = 0.20, p < 0.001). Teacher competencies also play an important role in instructional planning (β = 0.37, p < 0.001) and student performance (β = 0.16, p = 0.020). The indirect path analysis reveals that instructional planning mediates the relationship between AI ChatGPT capabilities and student performance (β = 0.160, p < 0.001), as well as between teacher competencies and student performance (β = 0.180, p < 0.001). The R-square values indicate that instructional planning explains 41% of its variance, while student performance accounts for 56%. These findings provide theoretical contributions by extending AI adoption models in education and offer practical implications for integrating AI tools in teaching. This study emphasizes the need for professional development programs to enhance educators’ AI proficiency and suggests policy recommendations for AI-driven curriculum development.

Gaining traction in modern higher education, outcome-based education (OBE) focuses on strategizing peda-gogical approaches to help the student achieve specified learning outcomes. In the context of Malaysia, OBE is oriented towards holistic development of graduates to ensure readiness towards the working sector. To empower OBE implementation, standardized measuring instrument iCGPA was introduced to higher education institutions nationwide. With lower dependency on provided curriculum, graduate abilities and values development are also attainable via extracurricular activities. However, analyzing the curriculum results in hand with extracurricular activities can be a daunting task, albeit the potential enriched performance assessment. In addition, the current iCGPA instrument employs radar map that restricts data exploration despite its capability in visualizing multivariate information. This study aims to enable predictive knowledge generation on understanding the relation-ship between learning activities and performance in OBE. There-fore, a predictive visual analytics system namely OBEInsights is proposed to facilitate education analysts in assessing OBE. The system development started with the identification of crucial design and analytic requirements via a domain expert case study. The system is then built with deliberate considerations of guiding factors of a design framework conceptualized from the case study. Subsequently, the system was then evaluated in usability testing with 10 domain experts that consist of usability rating and expert validation. The evaluation and expert validation results demonstrated the effectiveness and usability of OBEInsights in facilitating OBE predictive assessment. Several design insights on constructing visual analytics for OBE assessment were also discovered in terms of effective visualization, predictive modeling, and knowledge generation. Analytic designers and builders can leverage the reported design insights to enhance knowledge generation tools for OBE assessment.

Practical Implementation of National Quality Assurance Network for universities could be envisioned by urging everyone to conduct internal evaluation on their engineering programs. It follows a shift in engineering education paradigms and accreditation process for bachelor’s degree programs over the world in accord with universal criteria for evaluations. The common surface among modern engineering education disciplines is found to be the outcome-based approach, which tends to design, execute and evaluate the engineering modules based on outcomes rather than inputs and the process merely. Since this approach revolves about outcomes and achievements, it creates an appropriate room for all the accreditation and internal evaluation requirements to be accommodated in an adoptable way. In this mechanism, development of subject outline plays a crucial role in shaping outcome-based educational strategies. Therefore, it seems imperative to review the traditional subject outline and transform it to the fashion that becomes suitable for internal evaluation process. In this paper, the subject outline for Power System Analysis 2 is developed and, further, its potential and strategic capabilities for evaluation, monitoring and troubleshooting in educational system is studied. Based on the results found, the proposed outcome-based subject outline can cater one various learning outcome assessments, effective leverage for high level bloom’s taxonomy, and Improvement plans for upcoming semesters. At last, a linear programming model is suggested which may work as an optimal initial point to better lay out improvement plans for futuristic semesters to be prescribed in case.