An international multi-case comparative study of programmatic assessment in medical education

Wang Wentao; Lu Ziyue; Pan Junyi; Shen Jian; Li Xiang

doi:10.3760/cma.j.cn116021-20260210-02317

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An international multi-case comparative study of programmatic assessment in medical education

Special Topic on Competency Evaluation | 更新时间：2026-10-26

- An international multi-case comparative study of programmatic assessment in medical education
- Chinese Journal of Medical Education Research Vol. 25, Issue 10, Pages: 1180-1190(2026)
- 作者机构：
  
  1.重庆医科大学莱斯特大学联合学院，重庆 400016
  2.重庆医科大学附属第一医院心血管内科，重庆 400016
  3.重庆医科大学教务处，重庆 400016
- 作者简介：
  
  Li Xiang, Email: lzd9288@163.com
- 基金信息：
  
  Key Research Project on Education and Teaching Reform of Higher Education in Chongqing(232047);Higher Education Science Research Project of Chongqing Higher Education Society(cqgj25zx10C);Major Project of the Education and Teaching Reform Research Program of Chongqing Medical University(JY20250202);Graduate Education and Teaching Reform Project of The First Affiliated Hospital of Chongqing Medical University(CYYY-YJSGXM-202309)
- DOI：10.3760/cma.j.cn116021-20260210-02317
  CLC： R-0;R-4
- Received：10 February 2026，
  
  Published：20 October 2026
- 稿件说明：
移动端阅览
王文涛, 鲁子越, 潘俊颐, 等. 医学教育程序性评价的国际多案例比较研究[J]. 中华医学教育探索杂志, 2026, 25(10): 1180-1190.

Wang Wentao, Lu Ziyue, Pan Junyi, et al. An international multi-case comparative study of programmatic assessment in medical education[J]. Chinese Journal of Medical Education Research, 2026, 25(10): 1180-1190.
王文涛, 鲁子越, 潘俊颐, 等. 医学教育程序性评价的国际多案例比较研究[J]. 中华医学教育探索杂志, 2026, 25(10): 1180-1190. DOI： 10.3760/cma.j.cn116021-20260210-02317.

Wang Wentao, Lu Ziyue, Pan Junyi, et al. An international multi-case comparative study of programmatic assessment in medical education[J]. Chinese Journal of Medical Education Research, 2026, 25(10): 1180-1190. DOI： 10.3760/cma.j.cn116021-20260210-02317.

摘要

目的

通过跨国多案例比较，分析医学教育程序性评价的实施取向、评估工具、反馈支持、进展评议和信息系统支撑，为我国医学教育评价改革提供参考。

方法

检索PubMed，并结合Web of Science和Scopus补充核查，检索截至2025年11月10日的相关文献。纳入明确报告实施程序性评价或具备其核心特征的医学教育实证研究，经项目归并后，依据项目成熟度、文献支撑度、代表性、情境差异和资料完整性遴选典型案例，并围绕实施取向、证据来源、反馈支持、进展评议和信息系统进行比较。

结果

共检索文献3 863篇，最终纳入55篇实证研究，识别23个医学教育项目，遴选8个典型案例，涉及6个国家。其中本科医学教育项目4个、研究生医学教育项目2个、住院医师规范化培训项目2个。持续反馈或导师反馈覆盖8个案例，覆盖率为100.00%；信息系统或学习档案系统覆盖7个案例，覆盖率为87.50%；临床表现评估、基于工作场所的评估或临床现场观察覆盖6个案例，覆盖率为75.00%；阶段性进展评议或综合审议机制、反思写作或基于学习档案的自我分析均覆盖5个案例，覆盖率均为62.50%。

结论

程序性评价是以持续反馈、纵向证据积累、信息系统支持和关键节点综合判断为核心的系统性评价框架。我国可结合本土资源，从局部试点、最小数据集建设、电子学习档案、导师反馈和阶段性评议机制等方面分阶段推进。

Abstract

Objective

To analyze the implementation orientation

assessment tools

feedback support

progress review

and information system support of programmatic assessment in medical education through a multi-case international comparison

and to provide a reference for medical education assessment reform in China.

Methods

PubMed was searched

with supplementary verification using Web of Science and Scopus

for relevant literature published up to November 10

2025. Empirical studies in medical education reporting programmatic assessment or its core features were included. Studies were merged at the program level

and typical cases were selected according to program maturity

literature support

representativeness

contextual variation

and data completeness. The comparison of these cases focused on implementation orientation

evidence sources

feedback support

progress review

and information systems.

Results

A total of 3 863 records were retrieved. Finally

55 empirical studies were included

23 medical education programs were identified

and eight typical cases from six countries were selected. These included four undergraduate medical education programs

two postgraduate medical education programs

and two standardized residency training programs. Continuous feedback or mentor feedback was reported in eight cases

with a coverage rate of 100.00%; information systems or portfolio systems in seven cases

with a coverage rate of 87.50%; clinical performance assessment

workplace-based assessment

or direct clinical observation in six cases

with a coverage rate of 75.00%; and progress review or comprehensive review mechanisms and reflective writing or portfolio-based self-analysis in five cases each

with a coverage rate of 62.50%.

Conclusions

Programmatic assessment is a systematic assessment framework centered on continuous feedback

longitudinal evidence accumulation

information system support

and comprehensive judgement at key progression points. In China

advancement can be made in stages by drawing on local resources in areas such as local pilots

minimum dataset construction

electronic portfolios

mentor feedback

and progress review mechanisms.

关键词

Keywords

references

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