美国3所医学院医学生学业评价体系特点与启示

doi:10.3760/cma.j.cn115259-20240903-00917

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (2): 151-155.DOI: 10.3760/cma.j.cn115259-20240903-00917

• 国外医学教育与比较医学教育 • 上一篇下一篇

美国3所医学院医学生学业评价体系特点与启示

李君¹, 苏钊仪², 谢阿娜³, 由由³

¹北京大学公共卫生学院2022级公共卫生专业硕士研究生,北京 100191;
²北京大学教育学院2022级医学教育专业硕士研究生,北京 100871;
³北京大学医学教育研究所,北京 100191

收稿日期:2024-09-03 出版日期:2026-02-01 发布日期:2026-01-30
通讯作者: 由由, Email: yyou@pku.edu.cn
基金资助:
2022年度国家自然科学基金面上项目(72274003)

Characteristics and implications of the assessment systems for medical students at three U.S. medical schools

Li Jun¹, Su Zhaoyi², Xie Ana³, You You³

¹Master Degree Candidate, Public Health Major, Enrolled in 2022, School of Public Health, Peking University, Beijing 100191, China;
²Master Degree Candidate, Medical Education Major, Enrolled in 2022, Graduate School of Education, Peking University, Beijing 100871, China;
³Institute of Medical Education, Peking University, Beijing 100191, China

Received:2024-09-03 Online:2026-02-01 Published:2026-01-30
Contact: You You, Email: yyou@pku.edu.cn
Supported by:
General Project of National Natural Science Foundation of China (72274003)

摘要/Abstract

摘要： 构建与培养目标、课程体系相契合的评价体系对医学院校的改革和发展十分重要。为了解美国整合课程改革院校的医学生学业评价体系,本研究选取3所典型院校,即凯斯西储大学医学院、哈佛医学院、加州大学洛杉矶分校大卫·格芬医学院,采用文本分析方法对其医学生学业评价体系进行分析。结果显示,3所院校设计了与其整合课程相适应的学业评价体系,评价内容注重知识、技能的递进,注重形成性评价对学生学习的持续促进作用,而终结性评价决定学生能否进阶,对学生的直接观察和接触受到格外重视,成为学生成绩的重要支撑。借鉴3所院校的成功经验,结合我国医学教育整合课程改革实际,相关院校可以创新评价方式,发挥形成性评价在学生学习过程中的持续引导和促进作用,让教师与学生共同参与评价。

关键词: 临床医学, 本科教育, 胜任力, 学业评价, 整合课程

Abstract: Formulating an assessment system aligned with education objectives and curriculum systems is crucial for the reform and development of medical colleges. To investigate the academic assessment systems for medical students in U.S. colleges with integrated curriculum reform, text analysis is adopted to examine the student academic assessment systems in 3 typical medical colleges, namely Case Western Reserve University School of Medicine, Harvard Medical School, and David Geffen School of Medicine at UCLA. Results show that the three colleges designed assessment systems compatible with their integrated curricula: the assessment content emphasizes the progressive development of knowledge, skills; formative assessment plays a sustained role in promoting students′ learning; summative assessment determines students′ progression eligibility; and teachers′ observation and engagement with students are valued as key supports for students′ assessment. Drawing on the successful experience of these three colleges and China′s current integrated curriculum reform, medical colleges may innovate assessment methods, give full play to the sustained guiding and facilitating role of formative assessment in the learning process, and encourage the joint participation of teachers and students in assessment.

Key words: Clinical medicine, Undergraduate education, Competency, Academic evaluation, Integrated curriculum

中图分类号:

李君, 苏钊仪, 谢阿娜, 由由. 美国3所医学院医学生学业评价体系特点与启示[J]. 中华医学教育杂志, 2026, 46(2): 151-155.

Li Jun, Su Zhaoyi, Xie Ana, You You. Characteristics and implications of the assessment systems for medical students at three U.S. medical schools[J]. Chinese Journal of Medical Education, 2026, 46(2): 151-155.

参考文献

[1] Sylvia H, de Jong Lubberta H, Dawson Luke J, et al. Ottawa 2020 consensus statement for programmatic assessment-1. agreement on the principles[J]. Med Teach, 2021,43(10):1139-1148. DOI: 10.1080/0142159X.2021.1957088.
[2] Norcini J, Anderson MB, Bollela V, et al. 2018 consensus framework for good assessment[J]. Med Teach, 2018,40(11):1102-1109. DOI: 10.1080/0142159X.2018.1500016.
[3] John N, Brownell A, Valdes B, et al. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference[J]. Med Teach, 2011,33(3):206-214. DOI: 10.3109/0142159X.2011.551559.
[4] Cooles PE, Harrigan-Vital M, Laville A. Student performance and grading changes in a systems-based curriculum[J]. Med Educ Online, 2014,19:23165. DOI: 10.3402/meo.v19.23165.
[5] 周鑫, 陶明, 崔龙, 等. 器官系统整合课程教学模式在八年制临床医学专业学生消化系统临床见习中的应用[J]. 中华医学教育杂志,2022,42(9):769-773. DOI: 10.3760/cma.j.cn115259-20220112-00048.
[6] 鲁曼, 王景超, 袁丽佳, 等. 哈佛大学医学院与北京大学医学部医学整合课程的比较与分析[J]. 中华医学教育杂志,2024,44(11):876-880. DOI: 10.3760/cma.j.cn115259-20231225-00621.
[7] 王清清, 吴婷婷, 郑绿珍, 等. 器官系统整合课程在临床医学专业本科生中的教学效果分析[J]. 中国继续医学教育,2023,15(9):149-152. DOI: 10.3969/j.issn.1674-9308.2023.09.033
[8] 吉金山, 王莉, 王璐, 等. 器官-系统整合课程在我国临床医学本科生中教学效果的Meta分析[J]. 延安大学学报(医学科学版),2020,18(1):106-110. DOI: 10.3969/j.issn.1672-2639.2020.01.028.
[9] 魏璐, 沈理, 高艳虹. 器官系统整合课程在临床医学专业本科生中的教学效果分析[J]. 中华医学教育探索杂志,2022,21(1):34-38. DOI: 10.3760/cma.j.cn116021-20200706-00726.
[10] 葛振英, 贺红梅, 陈明亮, 等. 以器官系统为中心的课程整合教学效果的Meta分析[J]. 基础医学教育,2019,21(6):435-438. DOI: 10.13754/j.issn2095-1450.2019.06.06.
[11] Harvard Medical School. 1.03 course and examination requirements for the md degree (pathways and HST)[EB/OL]. [2024-02-19]. https://medstudenthandbook.hms.harvard.edu/103-course-and-examination-requirements-md-degree-new-pathway-pathways-and-hst.
[12] 廖凯举, 由由, 谢阿娜, 等. 美国一流医学院临床医学博士课程体系的比较分析[J]. 复旦教育论坛,2021,19(3):106-112. DOI: 10.3969/j.issn.1672-0059.2021.03.021.
[13] Harvard Medical School. 1.04 student assessment in the MD program[EB/OL]. [2024-02-19]. https://medstudenthandbook.
hms.harvard.edu/104-student-assessment-md-program.
[14] Case Western Reserve University School of Medicine. Competencies and education program objectives[EB/OL]. (2023-08-01)[2024-02-19]. https://case.edu/medicine/curriculum/curriculum-overview/policies-and-procedures/competencies-and-education-program-objectives.
[15] National Resident Matching Program. Results of the 2021 NRMP program director survey[EB/OL]. [2024-02-19]. https://www.nrmp.org/wp-content/uploads/2021/11/2021-PD-Survey-Report-for-WWW.pdf.
[16] Harvard Medical School. 2.22 medical student performance evaluation (MSPE)[EB/OL]. (2018-08-06)[2024-02-19]. https://medstudenthandbook.hms.harvard.edu/222-medical-student-performance-evaluation-mspe-deans-letter.

美国3所医学院医学生学业评价体系特点与启示

Characteristics and implications of the assessment systems for medical students at three U.S. medical schools

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价

[1]	刘芳, 张宇皓, 张莉娟. 临床医学专业新生第二课堂职业精神教育的理论框架和实现路径研究[J]. 中华医学教育杂志, 2026, 46(1): 31-36.
[2]	李晨曦, 刘知, 崔爽, 滕飞, 张影, 徐明, 塔娜, 段丽萍. 临床医学博士专业学位研究生医学领导力培养体系构建研究[J]. 中华医学教育杂志, 2026, 46(1): 67-72.
[3]	谢宜南, 罗洁, 王瑾. 我国高等职业教育专科临床医学专业布点数量与分布情况研究[J]. 中华医学教育杂志, 2025, 45(9): 641-645.
[4]	刘红艳, 曾凯, 郑思怡, 麦穗, 韦曦. 口腔内科住院医师规范化培训中牙体牙髓专业置信职业行为指标构建[J]. 中华医学教育杂志, 2025, 45(9): 696-701.
[5]	付瑶, 刘婧, 石淑宵, 胥小芳, 王天兵. 北京大学人民医院八年制临床医学专业学生临床能力评价与思考[J]. 中华医学教育杂志, 2025, 45(9): 702-706.
[6]	葛燕, 陈谊月, 彭笑菲, 凌光辉, 李芬. 基于胜任力的美国风湿病学专科医师培训评估体系的发展与思考[J]. 中华医学教育杂志, 2025, 45(9): 715-719.
[7]	何旋, 刘强, 谷士贤. 临床医学专业本科生临床教学质量专家评估模式改进的探索[J]. 中华医学教育杂志, 2025, 45(8): 561-566.
[8]	王景超, 李海潮, 江哲涵, 刘虹, 齐心. 置信职业行为在临床医学专业学生实习效果自评中的应用探索[J]. 中华医学教育杂志, 2025, 45(8): 625-629.
[9]	姜欣宜, 张凌琳, 韩向龙, 叶玲, 郑庆华. 口腔医学教育领域的置信职业行为研究[J]. 中华医学教育杂志, 2025, 45(8): 630-633.
[10]	王佳玉, 史霆, 张寅. 基于体验学习的医疗机构院内情境模拟教师培训的设计与实践[J]. 中华医学教育杂志, 2025, 45(7): 502-507.
[11]	丁敏, 刘圣珺, 孙晓靓, 马若琳, 顾浩杰, 单启源, 康宝丽, 徐增光, 徐玮, 陈迟. 医学模拟中心智能信息管理平台建设与应用效果研究[J]. 中华医学教育杂志, 2025, 45(7): 508-513.
[12]	王琪, 刘艳丽, 孙晨, 马力. 全科住院医师置信职业行为指标的构建研究[J]. 中华医学教育杂志, 2025, 45(7): 519-524.
[13]	叶珊, 刘向一, 赵晨, 马新然, 宋红松, 张英爽, 刘晓鲁, 赵海燕, 刘小璇, 孙阿萍, 傅瑜, 李艾为, 李颜, 韩江莉, 沈宁, 樊东升. 基于里程碑式胜任力评价的评估反馈模式在神经内科专科医师规范化培训中的应用[J]. 中华医学教育杂志, 2025, 45(7): 530-536.
[14]	杨柳, 高翾, 李任鹏, 汪晶. 基于增强现实技术的功能磁共振成像融合重建在临床医学专业实习生医学影像学教学中的应用[J]. 中华医学教育杂志, 2025, 45(6): 414-418.
[15]	解桢, 侯建林, 张晓敏, 谢阿娜. 美国4所医学院医学博士培养课程体系分析[J]. 中华医学教育杂志, 2025, 45(6): 471-475.