Exploration and Practice of the OBE-CDIO Integrated Model in the Course Development of Introduction to Biomedical Engineering

Abstract

Based on the challenges identified in the Introduction to Biomedical Engineering course, including the fragmentation and excessive breadth of its knowledge system, the disconnect between theory and practice, and students' insufficient practical engineering competence, this paper constructs a teaching reform scheme that integrates the OBE and CDIO frameworks. Grounded in industry talent demands and program graduation requirements, the scheme adopts a backward design approach to formulate course-level objectives and stage-specific project goals. It takes the full-process production of dental implants as a case study, embedding OBE and CDIO principles into every stage of the project-based practice. A tripartite evaluation system is also incorporated, combining instructor assessment, student self-assessment, and peer evaluation. The cross-validation among these three forms of assessment enables dynamic feedback and continuous improvement throughout both the teaching process and the learning outcomes. Practice demonstrates that this reform scheme effectively bridges the gap between theoretical learning and engineering practice, thereby providing an actionable pathway for the systematic reform of multidisciplinary engineering courses.