Abstract: Molecular diagnosis and treatment technology for gastrointestinal tumors is a core tool in precision medicine; however, its clinical teaching faces issues such as vague objectives, overemphasis on theory over practical skills, and a single evaluation method, failing to meet the talent development requirements of the “New Medical Science” initiative. Centered on the concept of outcome-based education （OBE） and aligned with core clinical competency requirements, this study implemented teaching reforms from four dimensions: defining three-dimensional expected outcomes （knowledge, skills, and professional qualities）, reverse-engineering a four-tier progressive teaching content system （“basic theory-clinical technology-case analysis-scientific innovation”）, integrating six teaching models （including case-based teaching, virtual simulation, and multidisciplinary team （MDT） collaborative teaching）, and establishing a closed-loop assessment system （“process evaluation （60%） + outcome evaluation （30%） + competence certification （10%）”）. A total of 100 undergraduate medical students from the 2020 cohort were randomly divided into the study group （OBE teaching method） and the control group （traditional teaching method）. The results showed that the theoretical score （89.64±12.54） and practical score （91.24±12.85） of the study group were significantly higher than those of the control group （84.26±12.12 and 63.58±8.88, respectively） （P<0.05）. The total satisfaction score of the study group （90.34±12.15） was significantly higher than that of the control group （68.74±8.55） （P<0.01）. Over 95% of students in the study group acknowledged the model’s effectiveness in improving autonomous learning, clinical thinking, and awareness of scientific innovation. This model facilitated the coordinated development of knowledge, skills, and professional qualities; provided a new paradigm for cultivating talents in gastrointestinal tumor molecular diagnosis and treatment in the context of “New Medical Science”; and offers a reference for clinical teaching reform in oncology.

Key words: outcome-based education; gastrointestinal tumors, molecular diagnosis and treatment technologies, teaching reform, diversified teaching modes