Research on the construction of professionalism evaluation system for medical students based on Delphi method

Su Wenhang; Zhang Shenting; Chen Shaohua

doi:10.3760/cma.j.cn116021-20240617-01993

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Research on the construction of professionalism evaluation system for medical students based on Delphi method

Educational Evaluation | 更新时间：2025-03-18

- Research on the construction of professionalism evaluation system for medical students based on Delphi method
- Chinese Journal of Medical Education Research Vol. 24, Issue 3, Pages: 308-314(2025)
- 作者机构：
  
  1.浙江大学医学院附属第一医院教学部，杭州　310003
  2.浙江大学公共卫生学院，杭州 310058
  3.中央民族大学教育学院，北京　100081
- 作者简介：
  
  Chen Shaohua, Email: chenshaohua@zju.edu.cn
- 基金信息：
  
  Chinese Medical Association Medical Education Branch and National Education Development Center 2023 Annual Medical Education Research Project(2023B324)
- DOI：10.3760/cma.j.cn116021-20240617-01993
  CLC： R-05
- Received：17 June 2024，
  
  Published：20 March 2025
- 稿件说明：
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苏文航, 张申婷, 陈韶华. 基于德尔菲法的医学生职业素养评价体系构建研究[J]. 中华医学教育探索杂志, 2025, 24(3): 308-314.

Su Wenhang, Zhang Shenting, Chen Shaohua. Research on the construction of professionalism evaluation system for medical students based on Delphi method[J]. Chinese journal of medical education research, 2025, 24(3): 308-314.
苏文航, 张申婷, 陈韶华. 基于德尔菲法的医学生职业素养评价体系构建研究[J]. 中华医学教育探索杂志, 2025, 24(3): 308-314. DOI： 10.3760/cma.j.cn116021-20240617-01993.

Su Wenhang, Zhang Shenting, Chen Shaohua. Research on the construction of professionalism evaluation system for medical students based on Delphi method[J]. Chinese journal of medical education research, 2025, 24(3): 308-314. DOI： 10.3760/cma.j.cn116021-20240617-01993.

摘要

目的

构建基于德尔菲法的医学生职业素养评价体系，为医学教育与临床实践提供科学评估工具。

方法

基于美国毕业后医学教育认证委员会（Accreditation Council for Graduate Medical Education，ACGME）、加拿大医学教育框架（Canadian Medical Education Directives for Specialists，CanMEDS）及中国住院医师核心胜任力框架，通过两轮德尔菲专家咨询（涉及11位专家）筛选指标，最终制定了包含职业道德、敬业精神、人文素养、系统改进能力、医学职业化过程、个人成长与寻求帮助、以病人为中心的照护、团队协作8个方面、29个指标的医学生职业素养评价体系。采用SPSS 29.0软件进行数据分析，分析内容包括（均数±标准差）的描述性统计、层次分析法（analytic hierarchy process，AHP）确定权重，并计算Cronbach’s

系数、Spearman-Brown折半信度系数（0.929）及量表水平的内容效度指数（scale-level content validity index，S-CVI）。检验水准

=0.05。

结果

两轮专家权威系数为0.863、0.867，协调系数的变异系数均小于25.00%。最终构建了包含8个一级指标（其中职业道德的权重最高，为14.362%）、29个二级指标的评价体系，该体系信效度良好（Cronbach’s

系数为0.912，S-CVI/Ave为0.910）。

结论

本研究构建的医学生职业素养评价体系具有科学性和实用性，可为医学教育质量评估提供参考。评价体系的信度和效度验证表明其适用于临床实践与教学反馈，但需进一步结合中国特色进行本土化完善。

Abstract

Objective

To construct a medical student professionalism evaluation system based on the Delphi method and provide a scientific tool for evaluation of medical education and clinical practice.

Methods

Based on the Accreditation Council for Graduate Medical Education

the Canadian Medical Education Directives for Specialists

and the Chinese Resident Core Competency Framework

the indicators were selected through two rounds of Delphi consultation with 11 experts. The final medical professionalism evaluation system included 29 indicators in eight categories: professional ethics

dedication

humanistic qualities

systematic improvement ability

the process of medical professionalism

personal growth and help-seeking

patient-centered care

and teamwork. SPSS 29.0 software was used for

data analysis

including descriptive statistics (mean ± standard deviation)

analytic hierarchy process to determine the weights

and calculation of Cronbach's

coefficient

Spearman-Brown split-half reliability coefficient (0.929)

and scale-level content validity index. The significance level was set at

=0.05.

Results

The expert authority coefficients for the two rounds of consultation were 0.863 and 0.867

and the variations of Kendall coefficient of coordination were all

25.00%. The final evaluation system contained eight first-level indexes (the highest weight was 14.362% for professional ethics) and 29 second-level indicators. The system demonstrated high reliability and validity (Cronbach's

coefficient=0.912

scale-level content validity index/average=0.910).

Conclusions

The professionalism evaluation system for medical students constructed in this study is scientific and practical

and can provide a reference for the quality assessment of medical education. The high reliability and validity of the evaluation system suggest that it is suitable for clinical practice and teaching feedback

though further localization to align with Chinese characteristics is necessary for further refinement.

关键词

Keywords

references

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