中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (9): 702-706.DOI: 10.3760/cma.j.cn115259-20240805-00822

• 医学教育评估 • 上一篇    下一篇

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

付瑶1, 刘婧1, 石淑宵1, 胥小芳1, 王天兵2   

  1. 1北京大学人民医院教育处,北京 100044;
    2北京大学人民医院,北京 100044
  • 收稿日期:2024-08-05 出版日期:2025-09-01 发布日期:2025-09-02
  • 通讯作者: 王天兵, Email: wangtianbing@pkuph.edu.cn

Evaluation and reflection on the clinical competence of eight-year program medical students at Peking University People's Hospital

Fu Yao1, Liu Jing1, Shi Shuxiao1, Xu Xiaofang1, Wang Tianbing2   

  1. 1Department of Education, Peking University People's Hospital, Beijing 100044 , China;
    2Peking University People's Hospital, Beijing 100044 , China
  • Received:2024-08-05 Online:2025-09-01 Published:2025-09-02
  • Contact: Wang Tianbing, Email: wangtianbing@pkuph.edu.cn

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摘要： 八年制临床医学专业教育是我国重要的医学人才培养模式。为了解八年制医学生对其临床学习效果的自我认知情况以及附属医院教学的优势与不足,本研究于2023年6月对北京大学人民医院2016—2020级八年制临床医学专业103名学生进行了问卷调查,收集学生对自身能力和教学效果的评价。评价结果从“很差”到“很好”分别赋值1～5分,对各项目反馈情况和平均评分进行分析。调查结果显示,学生认为自身具备一定的临床专业能力(3.24分)、科研能力(2.95分)和职业素养(3.54分),医院现有教学方式(3.83分)和教学内容(3.57分)得到基本认可,同时也反映了学生对相应能力的高层次培养需求。为此,附属医院应参照八年制临床医学专业培养目标,梳理学生需求重点、教学难点等,从课程设置和教学管理多方面进行教学建设和改进,为学生提供高质量的学习实践资源和平台,以达到高素质医学人才的培养目标。

关键词: 临床医学, 八年制医学生, 临床能力, 思考

Abstract: The eight-year program in clinical medicine is a significant model for training high-quality medical talents in China. To investigate students' self-perception of their clinical learning outcomes and evaluate the strengths and weaknesses of teaching at the affiliated hospital, a questionnaire survey was conducted in June 2023 among 103 students enrolled in the eight-year clinical medicine program at Peking University People's Hospital between 2016 and 2020. The survey collected students' self-assessments of their competencies and their evaluations of teaching effectiveness. Responses were rated on a 5-point Likert scale from 1 (″very poor″) to 5 (″very good″), and mean scores for each item were analyzed. Results showed that students perceived themselves as having moderate clinical professional competence (3.24), relatively lower research capability (2.95), and good professional qualities (3.54), the current teaching methods (3.83) and content (3.57) were generally recognized, while the findings also reflected students' demand for advanced training in these competencies. Therefore, the affiliated hospital should align with the training objectives of the eight-year clinical medicine program, identify key student needs and teaching challenges, and enhance curriculum design and teaching management. These efforts will help provide high-quality learning resources and practical platforms, ultimately achieving the goal of cultivating highly competent medical professionals.

Key words: Clinical medicine, Eight-year program medical students, Clinical competence, Reflection

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