Professional Competency-Oriented Miller-OSCE Integrated Medical Education Assessment Model in the Homogenization Training of Diagnostic Reasoning for TCM Undergraduates

Corresponding author: LuoJinwei, 597405221@qq.com

DOI: 10.12201/bmr.202603.00115

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  Abstract: Objective:To explore the effectiveness of a competency-oriented Miller-OSCE model combined with educational assessment in achieving homogenized diagnostic thinking skills among TCM undergraduates.Methods:106 undergraduate students from Class 10 of the Chinese Medicine program, Grade 2023, at the Saisense College of New Medicine, Guangxi University of Chinese Medicine, were selected as study participants. They were randomly divided into an observation group and a control group, with 53 participants in each group. The control group received traditional Chinese medicine diagnostic teaching, while the observation group underwent a professional competency-oriented Miller-OSCE integrated medical education assessment model. The teaching effectiveness of the two groups was subsequently compared.Results:The observation group demonstrated significantly higher scores than the control group in fundamental theories of Chinese medicine, diagnostics theory, and comprehensive theory, with statistical significance (P < 0.05). Skill operation scores (including pulse diagnosis, tongue diagnosis, inquiry skills, and comprehensive skill performance) were also significantly higher in the observation group compared to the control group (P < 0.05). Both the pass rate and average scores in the OSCE station assessments were significantly higher in the observation group than in the control group (P < 0.05). Additionally, the observation group outperformed the control group in all dimensions of Chinese medicine diagnostic thinking ability, including information extraction, pathogenesis reasoning, syndrome diagnosis, explanatory summarization, and comprehensive thinking ability, with statistically significant differences (P < 0.05). Finally, student satisfaction was significantly higher in the observation group than in the control group (P < 0.05).Conclusion:The Miller-OSCE integrated medical education assessment model can effectively enhance the homogenization level of diagnostic thinking among Chinese medicine undergraduates and provide new insights and methods for the reform of Chinese medicine education.

  Key words: Job Competence; Millier; OSCE; Homogenization Training

  Submit time: 26 March 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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