Formative assessment of the model of Chinese physician competency: design, implementation, and thinking

Li Haichao

doi:10.3760/cma.j.cn116021-20231215-01607

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Formative assessment of the model of Chinese physician competency: design, implementation, and thinking

Invited Feature Articles | 更新时间：2024-02-27

- Formative assessment of the model of Chinese physician competency: design, implementation, and thinking
- Chinese Journal of Medical Education Research Vol. 23, Issue 1, Pages: 7-11(2024)
- 作者机构：
  
  北京大学第一医院呼吸和危重症医学科，北京　100034
- 作者简介：
  
  Email：lhch91767@sina.com
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20231215-01607
  CLC： R-05
- Published：20 January 2024，
  
  Received：15 December 2023，
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李海潮. 我国医师胜任力模型的形成性评价：设计、实施与思考[J]. 中华医学教育探索杂志, 2024, 23(1): 7-11.

Li Haichao. Formative assessment of the model of Chinese physician competency: design, implementation, and thinking. [J]. Chinese Journal of Medical Education Research 23(1):7-11(2024)
李海潮. 我国医师胜任力模型的形成性评价：设计、实施与思考[J]. 中华医学教育探索杂志, 2024, 23(1): 7-11. DOI： 10.3760/cma.j.cn116021-20231215-01607.

Li Haichao. Formative assessment of the model of Chinese physician competency: design, implementation, and thinking. [J]. Chinese Journal of Medical Education Research 23(1):7-11(2024) DOI： 10.3760/cma.j.cn116021-20231215-01607.

摘要

2022年中国医师协会发布了包括6项核心胜任力在内的医师胜任力模型。基于工作场所的形成性评价是落实胜任力导向医学教育的重要方法。其中，以直接观察评价，如迷你临床演练（mini-clinical evaluation exercise，mini-CEX）、直视下操作技能评价（direct observation of procedural skills，DOPS）等，与多源评价（360度评价），对胜任力评价的覆盖面最广，置信职业行为（entrustable professional activities，EPAs）也值得探索。通过设计综合评价系统，成立临床胜任力评价委员会（clinical competency committee，CCC）以及加强医学教育的外部条件保证等有助于胜任力评价的实施。将胜任力导向医学教育向院校教育阶段延伸是提升医学教育质量的重要措施。

Abstract

In 2022

Chinese Medical Doctor Association issued the model of physician competency that includes six core competencies. Workplace-based formative assessment is an important method for the implementation of competency-based medical education

among which direct observation assessment

such as mini-clinical evaluation exercise and direct observation of procedural skills

together with multi-source assessment (i.e.

360-degree assessment)

widely covers competency assessment

and entrustable professional activities (EPAs) are also worth exploring. Design of a comprehensive assessment system

establishment of a clinical competency committee

and enhancement of the external conditions of medical education may help with the implementation of competency assessment. Extending competency-based medical education to the stage of undergraduate education is an important measure to improve the quality of medical education.

关键词

胜任力模型形成性评价直接观察评价360度评价置信职业行为

Keywords

Competency modelFormative assessmentDirect observation assessment360-Degree assessmentEntrustable professional activities

references

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): 1923-1958. DOI: 10.1016/s0140-6736(10)61854-5http://dx.doi.org/10.1016/s0140-6736(10)61854-5.

David C. McClelland.Testing for competence rather than for intelligence [J]. American Psychologist, 1973(28): 1-14.

Andolsek K, Padmore J, Hauer KE, et al. Clinical competence committees: a guidebook for programs [R]. Chicago: Accreditation Council for Graduate Medical Education, 2017.

Mulder H, Ten Cate O, Daalder R, et al. Building a competency-based workplace curriculum around entrustable professional activities: the case of physician assistant training [J]. Med Teach, 2010, 32(10): e453-e459. DOI: 10.3109/0142159x.2010.513719http://dx.doi.org/10.3109/0142159x.2010.513719.

张欣，闫辉，刘黎黎，等. 临床胜任力评估委员会的国际经验借鉴与实践初探[J]. 中国毕业后医学教育， 2023（4）： 348-352.

李海潮. 第二代医学教育改革与胜任力导向医学教育的关系分析[J]. 中华医学教育杂志， 2019， 39（11）： 801-806. DOI: 10.3760/cma.j.issn.1673-677X.2019.11.001http://dx.doi.org/10.3760/cma.j.issn.1673-677X.2019.11.001.

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