Study On The Evaluation System Of The Clinical Competence Of Graduates In Medical Degree (Clinical) Programs

Since China began to pilot the medical graduate degree system in some medical schools in 1998, the medical graduate degree (clinical) training system has gradually perfected and standardized in those pilot schools. However, the evaluation system for clinical competence has not fully developed meanwhile and remained a relatively weak area. There has not yet been an effective evaluation instrument to measure the clinical competence of graduates in medical degree (clinical) programs. The lack of a scientific, standard and complete evaluation system has resulted in the failure to provide necessary feedback for the graduate training system.The present study focused on the status quo of the clinical competence evaluation of graduates in medical degree (clinical) programs, started with evaluating the clinical competence of graduates in medical degree (clinical) programs, decomposed and subdivided the clinical competence evaluation contents based on the related system references, put forward 8 indexes for Class-I assessment and 34 indexes for Class-II assessment according to different assessment objectives and natures, and established evaluation criteria according to the objectives of medical graduate (clinical) degree training program. Using Delphi method, we consulted experts about all the assessment indexes and evaluationcriteria and the weight factor of the assessment indexes. After assessment flow and requirements were determined based on the patterns and features of clinical treatment, an evaluation system for measuring medical graduates' clinical competence was established.The present study measured and confirmed the clinical competence evaluation system, by analyzing the actual results ol applying this system, the present study shows that the clinical competence evaluation system is applicable to evaluating medical degree (clinical) graduates' clinical competence, capable of measuring and reflecting the true clinical competence of the subjects; and it also meets the needs of phase and classified evaluations in the course of graduate training and has instructional significance to individual graduates and the training program as a whole.