Objective To construct a process evaluation system of professional bases for standardized residency training (referred to as ″residency training″). Methods From December 2022 to March 2023, anevaluation index system of professional bases for standardized residency training was constructed based on the context-input-process-product evaluation model (CIPP model), drawing on the core competency framework for residents in China, using the Delphi method, and Cronbach's coefficient and content validity index to calculate the reliability and validity of the expert consultation questionnaire. Results Eighteen experts from nine specialties in three hospitals of Central South University were selected for consultation, and the expert authority coefficient was 0.867. The constructed index system included four first-level indexes (content, input, process, and product), seven second-level indexes (training objectives, quality of the student population, training program, teaching level of the supervising physician, competency level of the residents, results of the residency completion assessment, and residents' employment status) and 18 tertiary indicators, and the specific content and scoring method of each indicator were clarified. The Cronbach's coefficient of the second round of expert consultation questionnaire was 0.937, and the content validity index was 0.960. Conclusions The process evaluation system of the professional base of residency training constructed based on the CIPP model is authoritative, and the index system has a good degree of credibility and validity, which realizes the evaluation of the whole process of the training in the professional base of residency training, and the dynamic monitoring of the professional base, promotes the connotation construction of residency training, and helps to guarantee and improve the competence of residents.
Xie Wenzhao
,
He Qingnan
. Construction and reflection on the process evaluation system of professional bases for standardized residency training[J]. Chinese Journal of Medical Education, 2024
, 44(1)
: 58
-62
.
DOI: 10.3760/cma.j.cn115259-20230222-00166
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