临床科室教学绩效评价指标体系的构建和信度与效度检验

doi:10.3760/cma.j.cn115259-20250617-00678

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (1): 73-77.DOI: 10.3760/cma.j.cn115259-20250617-00678

• 医学教育评估 • 上一篇

临床科室教学绩效评价指标体系的构建和信度与效度检验

贾冕¹, 谭梅美¹, 甘继瑞¹, 关玉平², 李颖¹

¹中日友好医院教育处,北京 100029;
²中日友好医院运营办公室,北京 100029

收稿日期:2025-06-17 出版日期:2026-01-01 发布日期:2025-12-31
通讯作者: 李颖, Email: liying_elink@163.com
基金资助:
中日友好医院临床研究与转化跃升项目(2024-NHLHCRF-GL-03)

Development of teaching performance evaluation index system for clinical departments and test of its reliability and validity

Jia Mian¹, Tan Meimei¹, Gan Jirui¹, Guan Yuping², Li Ying¹

¹Office of Medical Education, China-Japan Friendship Hospital, Beijing 100029, China;
²Department of Hospital Operations, China-Japan Friendship Hospital, Beijing 100029, China

Received:2025-06-17 Online:2026-01-01 Published:2025-12-31
Contact: Li Ying, Email: liying_elink@163.com
Supported by:
National High Level Hospital Clinical Research Funding(2024-NHLHCRF-GL-03)

摘要/Abstract

摘要： 目的构建临床科室教学绩效评价指标体系,分析其信度、效度和区分度,并探索改进方案。方法 2021年5月至2024年12月,基于德尔菲法构建临床科室教学绩效评价体系的理论框架,结合专家咨询筛选出3个一级指标(教学工作量、教学质量、教学成果)、10个二级指标和25个三级指标并赋予权重,纳入案例医院77个临床科室的教学数据,采用克朗巴赫系数检验信度、因子分析法检验效度,采用积差相关分析法评估区分度。结果 指标体系的克朗巴赫系数为0.775。因子分析法提取 2 个公因子(教学工作量和教学成果),累计贡献率 52.4%。除了一级指标教学质量下的师生互评、继续教育达标率、教学事故评定3个三级指标,其他指标区分度均显著(区分度指数为0.323～0.687,均P<0.001)。结论 临床科室教学绩效评价指标体系信度和效度良好,教学工作量与教学成果评价有效反映临床教学绩效,但教学质量相关评价指标尚需优化,本指标体系为临床科室教学绩效考核提供了科学工具。

关键词: 德尔菲技术, 临床教学管理, 绩效考核, 区分度, 绩效评价指标体系

Abstract: Objective To develop a clinical department teaching performance evaluation index system and analyze its reliability, validity, and discrimination, in order to explore improvement plans. Methods From May 2021 to December 2024, a theoretical framework for the clinical department teaching performance evaluation system was constructed based on the Delphi method. Through expert consultation, 3 first-level indicators (teaching workload, teaching quality, teaching achievements), 10 second-level indicators, and 25 third-level indicators were selected. Teaching data from 77 clinical departments in a case hospital were included. Cronbach's α coefficient and factor analysis were used to test reliability and validity, while the product-moment correlation analysis was applied to assess discrimination. Results The Cronbach's α coefficient of the index system was 0.775. Factor analysis extracted two common factors (teaching workload and teaching achievements), with a cumulative contribution rate of 52.4%. Except for three third-level indicators under the first-level indicator ″teaching quality″: teacher-student mutual evaluation, the compliance rate of continuing education, and teaching incident assessment, all other indicators showed significant discrimination (discrimination index ranging from 0.323 to 0.687, all P<0.001). Conclusions The clinical department teaching performance evaluation index system demonstrates good reliability and validity. Teaching workload and teaching achievements effectively reflect clinical teaching performance. However, indicators related to teaching quality require further optimization. This index system provides a scientific tool for performance assessment of teaching in clinical departments.

Key words: Delphi technique, Clinical teaching management, Performance evaluation, Discriminative validity, Performance evaluation index system

中图分类号:

贾冕, 谭梅美, 甘继瑞, 关玉平, 李颖. 临床科室教学绩效评价指标体系的构建和信度与效度检验[J]. 中华医学教育杂志, 2026, 46(1): 73-77.

Jia Mian, Tan Meimei, Gan Jirui, Guan Yuping, Li Ying. Development of teaching performance evaluation index system for clinical departments and test of its reliability and validity[J]. Chinese Journal of Medical Education, 2026, 46(1): 73-77.

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临床科室教学绩效评价指标体系的构建和信度与效度检验

Development of teaching performance evaluation index system for clinical departments and test of its reliability and validity

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