Construction of a quality assessment indicator system for undergraduate clinical medicine courses based on CIPP theory

Zhu Yaru; Huo Mofei; Ye Yang; Zhang Jialiang

doi:10.3760/cma.j.cn116021-20241014-01973

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Construction of a quality assessment indicator system for undergraduate clinical medicine courses based on CIPP theory

Educational Evaluation | 更新时间：2025-11-21

- Construction of a quality assessment indicator system for undergraduate clinical medicine courses based on CIPP theory
- Chinese Journal of Medical Education Research Vol. 24, Issue 11, Pages: 1512-1517(2025)
- 作者机构：
  
  首都医科大学附属北京天坛医院教育处，北京 100070
- 作者简介：
  
  Zhang Jialiang, Email: jialiang_zh2000@sina.com
- 基金信息：
  
  Educational Reform Project of Capital Medical University in 2023(2023JYY231)
- DOI：10.3760/cma.j.cn116021-20241014-01973
  CLC： R-05;R197
- Received：14 October 2024，
  
  Published：20 November 2025
- 稿件说明：
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朱亚如, 霍墨菲, 叶炀, 等. 基于CIPP理论构建临床医学专业本科课程质量评价指标体系[J]. 中华医学教育探索杂志, 2025, 24(11): 1512-1517.

Zhu Yaru, Huo Mofei, Ye Yang, et al. Construction of a quality assessment indicator system for undergraduate clinical medicine courses based on CIPP theory[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1512-1517.
朱亚如, 霍墨菲, 叶炀, 等. 基于CIPP理论构建临床医学专业本科课程质量评价指标体系[J]. 中华医学教育探索杂志, 2025, 24(11): 1512-1517. DOI： 10.3760/cma.j.cn116021-20241014-01973.

Zhu Yaru, Huo Mofei, Ye Yang, et al. Construction of a quality assessment indicator system for undergraduate clinical medicine courses based on CIPP theory[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1512-1517. DOI： 10.3760/cma.j.cn116021-20241014-01973.

摘要

目的

构建临床医学专业本科课程质量评价指标体系，为课程的评价与改进提供科学指导。

方法

以CIPP模型为研究框架，经过2轮德尔菲法专家咨询确定指标体系，并采用层次分析法赋予指标权重。

结果

临床医学专业本科课程质量评价指标体系包含4个一级指标、12个二级指标和43个三级指标。一级指标中对“过程评价”（权重0.398 8）和“结果评价”（权重0.336 1）赋予了较高的权重。二级指标中“能力提升”（权重0.193 0）、“授课师资”（权重0.122 8）、“课程内容”（权重0.121 5）的权重依次位列前3。

结论

以CIPP模型为基础构建的指标体系涵盖“背景—投入—过程—结果”全部环节，综合考虑了临床医学课程理论与实践并重的特点，指标具有科学性和系统性。

Abstract

Objective

To construct a quality assessment indicator system for undergraduate clinical medicine courses

and to provide scientific guidance for the assessment and improvement of the courses.

Methods

The CIPP model was used as the research framework to determine the indicator system through two rounds of expert consultations based on the Delphi method

and the weights of the indicators were assigned using the analytic hierarchy process.

Results

The quality assessment system for undergraduate clinical medicine courses comprised 4 primary indicators

12 secondary indicators

and 43 tertiary indicators. Regarding the primary indicators

high weights were assigned to process assessment (0.398 8) and outcome assessment (0.336 1). Regarding the secondary indicators

the top three weights were assigned to capacity enhancement (0.193 0)

teaching staffing (0.122 8)

and course content (0.121 5).

Conclusions

The assessment system constructed based on the CIPP model covers all aspects of background

input

process

and result. It takes into account the characteristics of clinical medicine courses that emphasize both theory and practice

making the indicators scientific and systematic.

关键词

Keywords

references

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