目的 探究构建医学生全球胜任力指标体系。方法 通过文献研究和访谈法初步形成了专家函询问卷,采用德尔菲法对33名专家进行2轮专家函询,计算各级指标的重要性赋值。结果 2轮专家函询问卷回收率分别为93.9%(31/33)和100.0%(31/31),专家的权威系数分别为0.82和0.86,专家意见协调系数分别为0.273和0.306,经Kendall协调系数W检验差异均具有统计学意义(均P<0.01)。调整与优化后的医学生全球胜任力指标体系包含4个一级指标、11个二级指标和40个三级指标。结论 采用德尔菲法构建的医学生全球胜任力指标体系具有较高的科学性和可靠性,兼顾了国际化和本土化的需求。
Objective To explore and construct a index system of the global competency for medical students. Methods Through literature research and interview, an expert correspondence questionnaire was created. Delphi method was used to conduct two rounds of expert correspondence to 33 experts to calculate the importance assignment of indicators at all levels. Results The recovery rates of the two rounds of expert correspondence questionnaires were 93.9% (31/33) and 100.0% (31/31) respectively, the authority coefficients were 0.82 and 0.86, respectively and the coordination coefficients of expert opinions were 0.273 and 0.306,respectively. The differences were statistically significant as shown by the test of Kendall coefficient of concordance W (all P<0.01). The adjusted and optimized connotation index system of the global competency for medical students includes 4 primary indicators, 11 secondary indicators and 40 tertiary indicators. Conclusions The connotation index system of global competency for medical students constructed by Delphi method has high scientificity and reliability, covers the needs of both internationalization and localization.
[1] Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet,2010,376(9756):1923-1938. DOI: 10.1016/S0140-6736(10)61854-5.
[2]张蓉,畅立丹. 国内全球胜任力研究综述[J]. 教育与教学研究,2019,33(3):1-10. DOI: 10.13627/j.cnki.cdjy.2019.03.002.
[3]侯建林,李吉云,张蕾,等.美国医学生全球卫生教育与启示[J].中华医学教育杂志,2019,39(11):888-891.DOI: 10.3760/cma.j.issn.1673-677X.2019.11.021.
[4]鲁曼,郑志杰.全球化背景下医学生培养的基本要求探析[J].中华医学教育杂志,2021,41(5):425-428.DOI:10.3760/cma.j.cn115259-20201026-01514.
[5] Organization for Economic Co-operation and Development. Preparing our youth for an inclusive and sustainable world [EB/OL]. [2021-05-11].http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf.
[6] Association of American Medical Colleges. Cultural competence education [EB/OL].[2021-05-11].https://www.aamc.org/system/files/c/2/54338-culturalcomped.pdf.
[7] Sorensen J, Norredam M, Suurmond J, et al. Need for ensuring cultural competence in medical programmes of European universities[J]. BMC Med Educ, 2019,19(1):21. DOI: 10.1186/s12909-018-1449-y.
[8]Consortium of Universities for Global Health. Global health competencies toolkit[EB/OL].[2020-10-11]. https://www.cugh.org/resources/2063.
[9]艾尔·巴比.社会研究方法[M].邱泽奇,译.11版.北京:华夏出版社,2009:262.
[10]屈京楼,朱亚鑫,曲波.德尔菲法在医学教育研究中的应用[J].中华医学教育杂志,2019,39(3):227-230. DOI: 10.3760/cma.j.issn.1673-677X.2019.03.017.
[11]孔燕, 左延莉, 翟春, 等. 卫生系列临床专业技术资格评审指标体系构建[J].中国卫生资源,2020,23(5):494-498,519. DOI: 10.3969/j.issn.1007-953X.2020.05.015.
[12] 滕珺, 张婷婷, 胡佳怡.培养学生的“全球胜任力”——美国国际教育的政策变迁与理念转化[J].教育研究,2018,39(1):142-147,158.
[13] 周小勇.全球化时代呼唤全球素养教育[J].全球教育展望,2017,46(9):25-36.
