目的 了解医学类专业本科生核心素养研究进展,为科学评价医学类专业本科生核心素养、提升医学教育质量提供参考。方法 计算机检索中国知网、万方数据知识服务平台、维普资讯中文期刊服务平台数据库有关医学类专业本科生核心素养评价指标的有关研究文献,以“医学”“本科生”“素养”“素质”“修养”为关键词,检索时限为各数据库建库以来至2023年4月20日。采用文献计量学与内容分析法相结合的方法对符合纳排标准的文献进一步分析。结果 最终纳入符合标准的文献117篇。文献发表年份为2000至2023年,近5年发表文献26篇。文献第一作者单位所在地区以北京为主(12篇),其次为山东(11篇)和广东(10篇)等。指标构建方法共有8种,问卷调查法应用最多(105篇),其次为文献资料法(38篇),德尔菲法(24篇)。64篇文献应用指标构建理论框架/模型,国内外成熟问卷或量表应用较多(48篇),其次为全球医学教育最基本要求(5篇),素质教育理论、布鲁姆教育目标分类理论(各3篇)。16篇文献以评价指标体系的形式论述,一级指标最少3个,最多7个;二级指标最少8个,最多39个;三级指标最少24个,最多63个。结论 近年来,医学类专业本科生核心素养评价指标的研究开展较为丰富,指标构建方法以问卷调查法为主,尚未形成统一的理论框架/模型。未来的研究应当致力于医学类本科生核心素养评价指标的理论框架与实用性相结合。
Objective To investigate the current research status of the evaluation index system of the core literacy of medical undergraduates in China, and to provide a reference for the scientific evaluation of the core literacy of undergraduate medical students. Methods The computer retrieved the relevant research on the evaluation index of the core literacy of undergraduate students majoring in medicine in CNKI, WANFANG and VIP databases, and took ″medicine″, ″undergraduates″ and ″literacy″ as the keywords, and the search time limit was from the establishment of each database to April 20, 2023. A combination of bibliometrics and content analysis was used to further analyze the literature that met the criteria for inclusion. Results A total of 117 articles that met the criteria for inclusion were finally included. The publication year is 2000-2023, and 26 articles have been published in the past five years. The study sites were mainly in Beijing (12 articles ), followed by other regions such as Shandong (11 articles ), Guangdong (10 articles ). There are eight kinds of indicator construction methods, of which the questionnaire method is the most used (105 articles), followed by the literature data method (38 articles) and the delphi method (24 articles). Sixty four literature applied indicators to construct theoretical frameworks/models, and domestic and foreign maturity questionnaires or scales was more used (48 articles), followed by the global minimum essential requirements in medical education (5 articles), quality education theory and bloom's classification theory of educational goals (3 articles each). 16 articles were discussed in the form of evaluation index systems, with at least 3 first-level indicators and 7 maximums; There are a minimum of 8 secondary indicators and a maximum of 39; There are a minimum of 24 third indicators and a maximum of 63. Conclusions In recent years, scholars in the field of medicine have carried out rich research on the evaluation index system of core literacy of medical undergraduates, and the system construction methods are mainly based on questionnaire survey, but a unified theoretical framework/model has not yet been developed. Future research can be devoted to the theoretical framework and practicality of the core literacy evaluation index system of medical undergraduates.
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