Paradigm reconstruction and practical innovation of the comprehensive quality evaluation system for medical postgraduate students from the perspective of multidimensional collaboration: a case study of West China School of Medicine of Sichuan University_West China Medical Journal

Authors：

HUANG Lei , WU Yan , ZHANG Yiwen , WANG Dong , SU Baihai ,  SHEN Wenwu

Medical Education Management Research Center, Institute of Hospital Management, West China Hospital / Department of Postgraduate Students, West China School of Medicine, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

SHEN Wenwu, Email: wenwu_shen@163.com

Keywords：

Comprehensive quality evaluation; medical education; multidimensional collaboration; practical innovation

DOI：

10.7507/1002-0179.202505185

Video：

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To implement the “synergistic development of five educations” and address the existing issues in the current comprehensive quality evaluation system for medical postgraduate students (original system), this article constructs a new comprehensive quality evaluation system (new system) from a multidimensional collaborative perspective. Through the trinity framework of “basic evaluation, incentive evaluation, and negative list”, it explores the application effects of the new system in assessing the comprehensive quality evaluation of medical graduate students. The research shows that the operational efficiency of the new system has significantly improved, outperforming the original system in terms of student participation rates, evaluation effectiveness, and feedback rates. This article summarizes the experience of the evaluation system reform and proposes future prospects, offering valuable insights for the reform of medical education evaluation.

Citation： HUANG Lei, WU Yan, ZHANG Yiwen, WANG Dong, SU Baihai, SHEN Wenwu. Paradigm reconstruction and practical innovation of the comprehensive quality evaluation system for medical postgraduate students from the perspective of multidimensional collaboration: a case study of West China School of Medicine of Sichuan University. West China Medical Journal, 2025, 40(11): 1843-1848. doi: 10.7507/1002-0179.202505185 Copy

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13.	Knorr M, Hissbach J. Multiple mini-interviews: same concept, different approaches. Med Educ, 2014, 48(12): 1157-1175.
14.	李芬, 王戰軍. 基于大數據的研究生教育監測評估研究. 學位與研究生教育, 2016(7): 15-19.
15.	蔡三發, 胡婉兒. 人工智能賦能研究生教育質量評價的價值與路徑研究. 上海教育評估研究, 2025, 14(4): 31-35.
16.	Francis NJ, Jones S, Smith DP. Generative AI in higher education: balancing innovation and integrity. Br J Biomed Sci, 2024, 81: 14048.
17.	沈少博. 研究生綜合素質評價體系的構建研究. 技術經濟與管理研究, 2017(10): 35-39.
18.	徐曉, 段賀楊. 研究生綜合測評規則及其運行的優化研究——基于 F 學院的個案考察. 復旦教育論壇, 2023, 21(6): 47-53.
19.	劉佳良. 基于大數據的教學過程評價體系和學生能力畫像系統的構建. 教育現代化, 2019, 6(51): 157-160.
20.	鄭勤華. 人工智能賦能教育評價改革與創新. 武漢大學學報(理學版), 2025, 71(5): 589-590.

1. 朱德全, 曹渡帆. 新時代教育評價改革的本質釋義與路向定位——新時代我們需要什么樣的教育評價. 教師教育學報, 2024, 11(2): 29-38.
2. Boyd VA, Whitehead CR, Thille P, et al. Competency-based medical education: the discourse of infallibility. Med Educ, 2018, 52(1): 45-57.
3. 張欣, 閆輝, 劉黎黎, 等. 臨床勝任力評估委員會的國際經驗借鑒與實踐初探. 中國畢業后醫學教育, 2023, 7(4): 348-352.
4. 宋文文, 李鴻鶴, 丁寧, 等. 以勝任力為導向的醫學教育里程碑標準的研究進展. 中華醫學教育雜志, 2019, 39(12): 897-900.
5. Bai H. Modernizing medical education through leadership development. Yale J Biol Med, 2020, 93(3): 433-439.
6. Green ML, Aagaard EM, Caverzagie KJ, et al. Charting the road to competence: developmental milestones for internal medicine residency training. J Grad Med Educ, 2009, 1(1): 5-20.
7. Nasca TJ, Philibert I, Brigham T, et al. The next GME accreditation system--rationale and benefits. N Engl J Med, 2012, 366(11): 1051-1056.
8. Goldhamer ME, Baker K, Rigg A, et al. Development and implementation of multi-source assessment tools for ACGME residents and fellows. MedEdPORTAL, 2014, 10: 9839.
9. Majumder MAA, Kumar A, Krishnamurthy K, et al. An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives. Adv Med Educ Pract, 2019, 10: 387-397.
10. Singer PA, Cohen R, Robb A, et al. The ethics objective structured clinical examination. J Gen Intern Med, 1993, 8(1): 23-28.
11. Donnon T, Al Ansari A, Al Alawi S, et al. The reliability, validity, and feasibility of multisource feedback physician assessment: a systematic review. Acad Med, 2014, 89(3): 511-516.
12. Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teach, 2009, 31(9): 790-801.
13. Knorr M, Hissbach J. Multiple mini-interviews: same concept, different approaches. Med Educ, 2014, 48(12): 1157-1175.
14. 李芬, 王戰軍. 基于大數據的研究生教育監測評估研究. 學位與研究生教育, 2016(7): 15-19.
15. 蔡三發, 胡婉兒. 人工智能賦能研究生教育質量評價的價值與路徑研究. 上海教育評估研究, 2025, 14(4): 31-35.
16. Francis NJ, Jones S, Smith DP. Generative AI in higher education: balancing innovation and integrity. Br J Biomed Sci, 2024, 81: 14048.
17. 沈少博. 研究生綜合素質評價體系的構建研究. 技術經濟與管理研究, 2017(10): 35-39.
18. 徐曉, 段賀楊. 研究生綜合測評規則及其運行的優化研究——基于 F 學院的個案考察. 復旦教育論壇, 2023, 21(6): 47-53.
19. 劉佳良. 基于大數據的教學過程評價體系和學生能力畫像系統的構建. 教育現代化, 2019, 6(51): 157-160.
20. 鄭勤華. 人工智能賦能教育評價改革與創新. 武漢大學學報(理學版), 2025, 71(5): 589-590.

West China Medical Journal

Paradigm reconstruction and practical innovation of the comprehensive quality evaluation system for medical postgraduate students from the perspective of multidimensional collaboration: a case study of West China School of Medicine of Sichuan University

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