Objective To establish an indicator system for standardized clinical training base of assistant general practitioners in Beijing. Methods From September 2023 to December 2023, an indicator system was constructed based on the CIPP (context, input, process and product) model, using the Delphi method. Twenty experts were selected for consultation from the professionals who engaged in clinical teaching management and general practice standardized training base evaluation in Beijing. The index weight and consistency rate (CR) were calculated by analytic hierarchy process. Results The questionnaire recovery rates of the three rounds of consultation were all over 0.7. The expert authority coefficients were 0.90,0.91,0.91, and Kendall′s W values were 0.244,0.059,0.129 (both the first round and the third round had P<0.001). The coefficient of variation (CV) of importance and feasibility of all items in the three rounds of consultation were less than 0.25. The constructed evaluation index system includes 5 first-level indicators (qualifications and conditions, teaching organization and system, teaching staff, operation management, quality monitoring), 12 second-level indicators and 32 third-level indicators. The CR of each level of indexes was <0.1. Conclusions The evaluation indicator system of standardized clinical training base for assistant general practitioners in Beijing based on CIPP model is scientific and authoritative, which can provide basis for objectively evaluating the homogenization construction and management effect of clinical training base.
Li Hui
,
Li Haijin
,
Mu Yunnong
,
Liang Mingyang
,
Shao Shuang
,
Du Juan
. Construction of an indicator system for standardized clinical training base of assistant general practitioners in Beijing[J]. Chinese Journal of Medical Education, 2025
, 45(2)
: 156
-160
.
DOI: 10.3760/cma.j.cn115259-20240126-00095
[1] 李崭, 赵丽莉. “3+2”培训项目结业实践技能考核结果分析[J].医学教育管理,2018,4(1):24-28. DOI: 10.3969/j.issn.2096-045X.2018.01.006.
[2]吴苏伟, 施榕, 杜雪平, 等. 2017年全科医师规范化培训基地评估结果分析[J].中国毕业后医学教育,2018,2(1):6-9.
[3]中国医师协会. 关于印发助理全科医生培训基地遴选标准与培训标准(2020年版)的通知[EB/OL]. (2020-10-13) [2024-10-21].https://www.ccgme-cmda.cn/pole-portal/#/detail?id=1716793586413959468.
[4]Toosi M, Modarres M, Amini M, et al. Context, input, process, and product evaluation model in medical education: a systematic review[J]. J Educ Health Promot, 2021,10(1):199-211. DOI: 10.4103/jehp.jehp_1115_20.
[5]张金佳, 宋世彬, 张雅丽, 等. 河北省“3+2”助理全科医师培训基地评估的问题与建议[J].中国毕业后医学教育,2021,5(1):82-85. DOI: 10.3969/j.issn.2096-4293.2021.01.020.
[6]谢文照, 何庆南. 住院医师规范化培训专业基地过程性评价体系的构建与思考[J].中华医学教育杂志,2024,44(1):58-62. DOI: 10.3760/cma.j.cn115259-20230222-00166.
[7]曾光.现代流行病学方法与应用[M]. 北京:北京医科大学中国协和医科大学联合出版社,1994:250-269
[8]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.
[9]邓雪, 李家铭, 曾浩健, 等. 层次分析法权重计算方法分析及其应用研究[J].数学的实践与认识,2012,42(7):93-100. DOI: 10.3969/j.issn.1000-0984.2012.07.012.
[10]刘民,杜娟. 全科医生科研方法[M]. 3版. 北京:人民卫生出版社,2023:125-127.