新医科背景下以岗位胜任力为驱动的教学评价体系的构建

Construction of a Teaching Evaluation System Driven by Job Competency in the Context of New Medicine

摘要: 新医科建设对医学人才培养提出了跨界融合、岗位适应、创新引领的新要求，传统教学评价体系难以有效支撑以岗位胜任力为核心的医学教育改革。本文在分析新医科背景下岗位胜任力内涵与教学评价现实困境的基础上，借鉴国际CBME与程序性评估理论、成果导向教育理念与多元化评价方法，构建了由评价目标、评价内容、评价主体、评价方式、评价反馈五个维度组成的岗位胜任力驱动型教学评价体系。区别于传统评价体系，本体系创新性地构建了“六维能力指标–多元主体协同–过程终结融合”的三层实施框架，同时，选取《康复护理学》为试点课程，设计准实验研究方案以验证体系效果，并详细绘制了从多源数据采集到能力雷达图反馈的技术流程，探索了基于区块链的评价数据存证场景，旨在实现从“知识考核”向“能力认证”的转变，为医学教育质量提升提供理论参考与实践路径。

Abstract: The construction of new medicine has put forward new requirements for medical talent cultivation, including cross-border integration, job adaptability, and innovation leadership. The traditional teaching evaluation system is difficult to effectively support the medical education reform centered on job competency. Based on the analysis of the connotation of job competency and the current predicament of teaching evaluation in the context of new medicine, this paper draws on the international CBME and procedural assessment theories, outcome-based education concepts, and diversified evaluation methods to construct a teaching evaluation system driven by job competency, which consists of five dimensions: evaluation objectives, evaluation content, evaluation subjects, evaluation methods, and evaluation feedback. Different from the traditional evaluation system, this system innovatively builds a three-layer implementation framework of “six-dimensional competency indicators—multi-subject collaboration—process and terminal integration”. Meanwhile, the course of “Rehabilitation Nursing” is selected as a pilot course, and a quasi-experimental research plan is designed to verify the effectiveness of the system. The technical process from multi-source data collection to competency radar chart feedback is described in detail, and the scenario of evaluation data storage based on blockchain is explored, aiming to achieve the transformation from “knowledge assessment” to “competency certification” and provide theoretical references and practical paths for the improvement of medical education quality.