Post-competence-oriented Curriculum Reform Practice for Pediatric Majors in Higher Medical Education

Gao Yueru

Zibo Polytechnic University

Abstract：

Evaluating clinical readiness among undergraduate medical students necessitates robust, multi-dimensional assessment frameworks. Traditional pedagogical paradigms in pediatric medicine have historically prioritized rote memorization of pathophysiological concepts over the acquisition of pragmatic clinical skills, thereby exacerbating the disconnect between academic training and actual clinical post-competence. This study investigates the implementation and efficacy of a post-competence-oriented curriculum reform for pediatric majors in a representative higher medical institution in China. Utilizing a quasi-experimental cohort design, 238 undergraduate pediatric students were bifurcated into a control group (n=120) receiving traditional didactic instruction, and an experimental group (n=118) subjected to a Competency-Based Medical Education (CBME) model integrated with Entrustable Professional Activities (EPAs). The reformed curriculum incorporated high-fidelity neonatal simulations, standardized parent-doctor communication modules, and continuous formative assessments. Empirical outcomes revealed that the experimental cohort demonstrated highly significant improvements in Objective Structured Clinical Examination (OSCE) scores (88.5 ± 4.3 vs. 76.8 ± 5.2, p < 0.001) and clinical reasoning capabilities. Furthermore, the proportion of students achieving the "supervised at a distance" threshold (Level 4) across core pediatric EPAs was substantially higher in the reformed group. Synthesizing these empirical metrics, the post-competence-oriented framework fundamentally bridged the translational gap between theoretical knowledge and clinical application, establishing a highly replicable paradigm for contemporary pediatric higher education

Key Words：

Competency-Based Medical Education (CBME); pediatric curriculum reform; Entrustable Professional Activities (EPAs); Objective Structured Clinical Examination (OSCE); post-competence