2025 年第 10 期 第 20 卷

过程考核规范化驱动医学生岗位胜任力提升的实践研究

Practice research of process assessment standardization driving medical students′ competency of post improvement

作者：门阳1南静1陈哲2潘清蓉2

英文作者：Men Yang1 Nan Jing1 Chen Zhe2 Pan Qingrong2

单位：1首都医科大学附属北京朝阳医院教育处，北京100020；2首都医科大学附属北京朝阳医院内分泌科，北京100020

英文单位：1Department of Education Beijing Chao-Yang Hospital Capital Medical University Beijing 100020 China; 2Department of Endocrinology Beijing Chao-Yang Hospital Capital Medical University Beijing 100020 China

关键词：临床医学；本科生；出科考核；岗位胜任力

英文关键词：Clinicalmedicine;Undergraduatestudents;Examinationaftergraduation;Competencyofpost

• 摘要：

• 目的 探讨教学过程管理中核心环节之一出科考核的规范管理对提升临床医学本科生岗位胜任力的实践效果。方法 选取首都医科大学临床医学专业2018级、2019级和2020级3个年级本科学生为研究对象，每年级15名学生。2018级采用传统教学和出科考核管理方法。2019级、2020级采用改革后规范的教学管理和出科考核方法，针对传统考核中过程欠缺规范、反馈缺失等问题，结合全球医学教育最基本要求和计划-执行-检查-处理循环理论，从考核要求、评价标准、实施路径三方面构建标准化体系。比较各年级学生内、外科出科考核成绩差异。结果 外科出科考核成绩方面，2019级学生问诊、体格检查、辅助检查、口试、病历书写、总成绩均明显高于2018级学生［总成绩：（86.6±3.2）分比（79.2±3.0）分］（均P＜0.05）；2020级学生问诊、辅助检查、病历书写、总成绩［（89.9±3.7）分］均明显高于2019级（均P＜0.05）。内科出科考核成绩方面，2019级学生问诊、体格检查、辅助检查、口试、病历书写、总成绩均明显高于2018级学生［总成绩：（83.7±2.2）分比（77.4±2.3）分］（均P＜0.05）；2020级学生问诊、辅助检查、病历书写、总成绩［（88.5±3.8）分］均明显高于2019级（均P＜0.05）。结论 规范化出科考核可通过标准化流程、多维度评价及闭环反馈，有效提升医学生临床技能、沟通能力等岗位胜任力。

• Objective To explore the effect of standardized management of one of the core links in teaching process management on improving the competency of clinical medical undergraduates. Methods Three undergraduate students majoring in clinical medicine from Capital Medical University, namely the 2018, 2019, and 2020 grades, were selected as the research subjects, with 15 students in each grade. The traditional teaching and examination management methods  were adopted in 2018 grade. The reformed standardized teaching management and graduation assessment methods  of 2019 and 2020 grades were adopted. Aiming at the lack of standardization and missing feedback in traditional assessment, a standardized system was constructed from three aspects, including assessment requirements, evaluation criteria and implementation path, combined with the basic requirements of global medical education and the theory of plan-do-check-act cycle. The scores of medical and surgical examination in different grades were compared. Results In terms of surgical examination scores, the scores of inquiry, physical examination, auxiliary examination, oral examination, medical record writing and the total scores of 2019 grade students were significantly higher than those of 2018 grade students ［total scores: (86.6±3.2) vs (79.2±3.0)］(all P<0.05). The scores of inquiry, auxiliary examination, medical record writing and the total score of grade 2020 students (89.9±3.7) were significantly higher than those of grade 2019 (all P<0.05). The scores of inquiry, physical examination, auxiliary examination, oral examination, medical record writing and total scores of grade 2019 students were significantly higher than those of grade 2018 students ［total scores: (83.7±2.2) vs (77.4±2.3)］(all P<0.05). The scores of inquiry, auxiliary examination, medical record writing and the total score of grade 2020 students (88.5±3.8) were significantly higher than those of grade 2019 (all P<0.05). Conclusions Through standardized process, multi-dimensional evaluation and closed-loop feedback, standardized examination can effectively improve medical students′ clinical skills, communication skills and other post competency.