目的 探索卓越医学人才可持续发展所需要的终身学习核心能力,建构评价终身学习能力的指标体系。方法 使用文献综述和专家咨询法,初步拟定核心指标,对32名医学领域专家进行了2轮问卷咨询,再采用描述性分析、层次分析、非参数检验等统计学方法进行数据分析,构建临床医学专业学生终身学习能力评价指标体系。结果 2轮专家咨询的有效问卷回收率均高于90%,专家积极性较高;专家权威系数为0.9,可靠性较好;变异系数小于0.25,专家意见集中程度提高;肯德尔和谐系数W为0.27,P<0.01,差异具有统计学意义,专家意见协调程度良好。构建的临床医学专业学生终身学习能力评价指标体系共6个一级指标,19个二级指标。结论 本临床医学专业学生终身学习能力评价指标体系包含态度意识、自我管理、思维品质、适变能力、信息素养、沟通能力6个维度,评价体系较为科学合理,能够为临床医学人才的终身发展能力培养提供参考。

Objective To identify the core capacity which is necessary for sustainable development of elite medical students aiming for creating an index system for the evaluation of life-long learning capability. Methods Literature review and expert consultation are employed to outline the essential indicators. Thirty two medical experts were consulted by two rounds of questionnaire investigation. Then descriptive analysis, analytic hierarchy process and nonparametric test were used for data analysis to develop an index system for the evaluation of life-long learning capability of medical students. Results After two rounds of expert consultation, the statistics shows the following points. The recovery of the questionnaire is higher than 90%, which means that the experts have high enthusiasm.The authority coefficient of experts is 0.9, means good reliability; The coefficient of variation is less than 0.25, indicating that the concentration of expert opinions; The Kendall's coefficient of concordance (w) is 0.27, (P<0.01) showing statistical significance, shows the good coordination degree of expert opinions. The index system presented in this paper includes six primary level indicators and nineteen secondary level indicators. Conclusions The index system for evaluation of life-long learning capacity of medical students contains six dimensionalities as awareness, self-management, thinking pathway, adaptability, information literacy and communication skills. The index system is scientific and reasonable, which may support the training of professionals of clinical medicine.