Application of a problem-based learning teaching method based on mini-CEX and DOPS assessments in the teaching of clinical molecular biology testing in higher vocational colleges

Objective To develop a problem-based learning (PBL) teaching method incorporating Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) assessments, and to investigate its application effect in the teaching of Clinical Molecular Biology Testing in higher vocational colleges. Methods This study adopted a quasi-experimental design involving two intact classes of students majoring in Medical Laboratory Technology at a higher vocational college. The two classes were assigned to the control group (traditional teaching method) and the experimental group (PBL combined with Mini-CEX/DOPS assessments), respectively. The experimental group adopted a teaching approach driven by authentic clinical cases, with Mini-CEX assessments incorporated into each round of PBL teaching to evaluate clinical reasoning ability and DOPS assessments to evaluate laboratory procedural skills, followed by immediate structured feedback. A total of five rounds were conducted. The control group received only traditional teaching. At the end of the course, the teaching outcomes of the two groups were compared using a theoretical knowledge examination, an independent Objective Structured Clinical Examination (OSCE), and a satisfaction questionnaire. Results After teaching, the total OSCE scores, clinical case analysis scores, core procedural skills assessment scores, and laboratory report writing scores, theoretical knowledge examination scores, and satisfaction scores for the teaching method were all higher in the experimental group than in the control group ( P < 0.05). The mean Mini-CEX and DOPS scores of students in the experimental group showed a continuous upward trend from Round 1 to Round 5. Repeated-measures analysis of variance showed that the time effects were statistically significant for both the mean Mini-CEX score (F = 38.462, P < 0.001) and the mean DOPS score (F = 42.167, P < 0.001). Conclusion In the teaching of Clinical Molecular Biology Testing in higher vocational colleges, compared with the traditional teaching model, the PBL teaching method based on Mini-CEX and DOPS assessments is associated with higher post-course OSCE scores, theoretical knowledge examination scores, and satisfaction with the teaching method.