基于OBE理念的医学院校中外合作办学人才培养满意度调查——以重庆医科大学莱斯特联合学院为例

侯金果; 詹阿兰

doi:10.3760/cma.j.cn116021-20251119-02266

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基于OBE理念的医学院校中外合作办学人才培养满意度调查——以重庆医科大学莱斯特联合学院为例

更新时间：2026-07-01

- 基于OBE理念的医学院校中外合作办学人才培养满意度调查——以重庆医科大学莱斯特联合学院为例
- A survey on satisfaction with talent cultivation in Sino-foreign cooperative education in medical colleges based on the outcome-based education concept: a case study of the Chongqing Medical University-University of Leicester Joint Institute
- 中华医学教育探索杂志 2026年页码：1-7
- 作者机构：
  
  1.重庆医科大学莱斯特联合学院，重庆 400016
  2.重庆医科大学检验医学院，重庆 400016
- 作者简介：
  
  詹阿兰，Email：358208375@qq.com
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20251119-02266
  中图分类号： G64;R4
- 收稿：2025-11-19，
  
  网络首发：2026-04-27，
- 稿件说明：
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侯金果, 詹阿兰. 基于OBE理念的医学院校中外合作办学人才培养满意度调查——以重庆医科大学莱斯特联合学院为例[J/OL]. 中华医学教育探索杂志, 2026,1-7.

Hou Jinguo, Zhan Alan. A survey on satisfaction with talent cultivation in Sino-foreign cooperative education in medical colleges based on the outcome-based education concept: a case study of the Chongqing Medical University-University of Leicester Joint Institute[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7.
侯金果, 詹阿兰. 基于OBE理念的医学院校中外合作办学人才培养满意度调查——以重庆医科大学莱斯特联合学院为例[J/OL]. 中华医学教育探索杂志, 2026,1-7. DOI： 10.3760/cma.j.cn116021-20251119-02266.

Hou Jinguo, Zhan Alan. A survey on satisfaction with talent cultivation in Sino-foreign cooperative education in medical colleges based on the outcome-based education concept: a case study of the Chongqing Medical University-University of Leicester Joint Institute[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7. DOI： 10.3760/cma.j.cn116021-20251119-02266.

摘要

目的

基于成果导向教育（outcome-based education，OBE）理论框架评估医学院校中外合作办学人才培养满意度。

方法

2025年7至8月对重庆医科大学莱斯特联合学院145名医学生开展分层随机抽样问卷调查，问卷经德尔菲法构建，Cronbach’s

系数为0.887，KMO值为0.904。采用Mann-Whitney

检验、

检验及单因素方差分析比较不同特征学生满意度差异。

结果

问卷总分120分，整体满意度总分为90.46±13.64分，各维度得分在21.81±3.40分至22.92±4.32分之间，不同维度得分存在整体差异：

=8.27，

0.001。其中，教学方法维度的得分低于培养目标（

=3.70，

0.001）、课程设计（

=3.58，

0.001）和培养制度维度（

=-4.06，

0.001），其他维度间差异无统计学意义。高考高分段学生（≥600分）在总分、课程设计、教学方法维度的评分高于低分段学生（

2.30

，P=

0.023

；Z=

2.30

，P=

0.021

；Z=

2.41

，P=

0.017）。大五毕业生在总分、课程设计、培养制度方面的满意度低于低年级学生（

=4.18，

=0.043）；大五后国内升学的学生在课程设计与培养制度方面的满意度低于本科在读生（

=2.77，

=0.006；

=2.25，

=0.026）。

结论

OBE框架下中外合作办学人才培养满意度较高，教学方法维度得分低于其他培养维度，暴露出教学实践环节不足、学业起点适配不足与毕业阶段支持断裂等问题，需构建基于预期学习成果的分层教学、升学衔接与主客观混合评估体系，实现从资源输入到成果达成的质量范式转型。

Abstract

Objective

To evaluate satisfaction with talent cultivation in Sino-foreign cooperative education in medical colleges based on the theoretical framework of outcome-based education.

Methods

From July to August 2025

a stratified random sampling questionnaire survey was conducted among 145 medical students at the Chongqing Medical University-University of Leicester Joint Institute. The questionnaire was constructed using the Delphi method. The Cronbach's α coefficient was 0.887

and the Kaiser-Meyer-Olkin value was 0.904. Mann-Whitney

test

-test

and one-way analysis of variance were used to compare satisfaction differences among students with different characteristics.

Results

The full score of the questionnaire was 120. The overall satisfaction score was 90.46±13.64. Satisfaction scores for various dimensions ranged from 21.81±3.40 to 22.92±4.32. A significant difference was observed among the dimension scores (

=8.27

0.001). Specifically

the score for the teaching method dimension was significantly lower than those for the dimensions of cultivation objectives (

=3.70

0.001)

curriculum design (

=3.58

0.001)

and training system (

=-4.06

0.001). No significant differences were found between any other pairs of dimensions. Students with high College Entrance Exam scores (≥600) scored significantly higher in overall satisfaction as well as satisfaction with curriculum design and teaching methods

compared with those with lower College Entrance Examination scores (

=2.30

=0.023;

=2.30

=0.021;

=2.41

=0.017). Fifth-year students scored significantly lower in overall satisfaction and satisfaction with curriculum design and training system compared with students in lower academic years (

=4.18

=0.043). Among fifth-year students pursuing domes

tic postgraduate education

scores of satisfaction with curriculum design and training system were significantly lower than those of undergraduate students (

=2.77

=0.006;

=2.25

=0.026).

Conclusions

Under the outcome-based education framework

satisfaction with talent cultivation in medical Sino-foreign cooperative education was relatively high

but the score of the teaching method dimension was lower than those of other dimensions. This reveals deficiencies in teaching practice

academic starting point adaptation

and graduation-stage support. It is necessary to construct a stratified teaching system

articulation pathways to higher education

and a mixed subjective-objective evaluation system based on expected learning outcomes. This will transform the quality paradigm from resource input to outcome achievement.

关键词

Keywords

references

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