中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (2): 180-184.DOI: 10.3760/cma.j.cn115259-20210422-00533

• 医学教育评估 • 上一篇    下一篇

临床医学专业本科毕业生培养质量评价指标体系构建研究

王格格1, 曾盈1, 李觉2   

  1. 1同济大学医学院学生工作办公室,上海 200092;
    2同济大学医学院流行病学教研室,上海 200092
  • 收稿日期:2021-04-22 出版日期:2022-02-01 发布日期:2022-01-19
  • 通讯作者: 李觉, Email: jueli@tongji.edu.cn
  • 基金资助:
    2018年中国学位与研究生教育学会学位与研究生教育研究课题(B2-YX20180205-02);2018年上海市教育委员会高校学生职业生涯指导和服务体系建设项目(HJWX20180401)

Research on the construction of quality evaluation index system for undergraduates in clinical medicine

Wang Gege1 , Zeng Ying1 , Li Jue2   

  1. 1Student Affairs Office, School of Medicine, Tongji University, Shanghai 200092, China;
    2Department of Epidemiology, School of Medicine, Tongji University, Shanghai 200092, China
  • Received:2021-04-22 Online:2022-02-01 Published:2022-01-19
  • Contact: Li Jue, Email: jueli@tongji.edu.cn
  • Supported by:
    Academic Degrees and Graduate Education Research Project of Chinese Society of Academic Degrees and Graduate Education in 2018(B2-YX20180205-02);College Students Career Guidance and Service System Construction Project of Shanghai Municipal Education Commission in 2018(HJWX20180401)

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摘要： 目的 构建评价临床医学专业本科毕业生培养质量的指标体系,为临床医学专业毕业生培养质量评价与追踪调查工作的开展提供依据。方法 采用文献研究法、德尔菲法初步拟定临床医学专业本科毕业生培养质量评价指标,对18位相关领域专家进行了2轮咨询完成指标的确定。应用模糊层级分析法,根据专家对指标间的重要程度评分情况进行指标权重值计算,构建临床医学专业毕业生培养质量评价指标体系。结果 专家咨询有效问卷回收率均为100.0%,专家积极程度较高;专家权威系数0.88,可靠性较强;变异系数小于0.25,专家重要性评价肯德尔和谐系数W为0.246,P<0.001,专家意见的协调程度较高且专家意见一致性结果较为可信。构建的临床医学专业本科毕业生质量评价指标体系包括3个一级指标、9个二级指标和26个三级指标。结论 本研究构建的临床医学专业本科毕业生质量评价指标体系涵盖了临床医学专业本科毕业生培养目标所要求的基本内容,能够为临床医学专业本科生的培养质量追踪调查提供参考。

关键词: 临床医学专业, 毕业生培养质量, 评价指标体系

Abstract: Objective The purpose of this study was to build a quality evaluation index system for clinical medicine undergraduates, and to provide a basis for the development of quality assessment and tracking investigation work for clinical medical profession. Methods The literature research method and the Delphi method were used to formulate the evaluation index of graduate training quality in clinical medicine undergraduates, and two rounds of consultation in 18 medical experts were performed to complete the determination of the indicator. The fuzzy hierarchical analysis method was used to determine the index weights. Results The recovery of the questionnaire was 100.0%,which means that the experts have high enthusiasm. The authority coefficient of experts was 0.88, which means good reliability. The variation coefficient was less than 0.25, and the Kendall's coefficient of concordance(W) was 0.246 (P<0.001), which shows the good concordance degree of expert opinions. This study constructed a comprehensive ability evaluation index system for undergraduates majoring in clinical medicine, including three primary level indicators,nine secondary level indicators and twenty-six tertiary level indicators. Conclusions This study constructed a comprehensive ability evaluation index system for undergraduates majoring in clinical medicine, including three primary level indicators of professional quality, knowledge level, and work ability, nine secondary level indicators and twenty-six tertiary level indicators, which covered the basic requirements of clinical medical undergraduates' training objective, and provided a basis for the development of quality assessment and tracking investigation work for clinical medical profession.

Key words: Clinical medicine, Graduate training quality, Evaluation index

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