Research of medical student competency evaluation: a scoping review_Chinese Journal of Evidence-Based Medicine

Authors：

PENG Ruihan , LIU Xia , WANG Guan ,  ZHOU Liang

Department of Student Affairs, Research Center for Medical Education Management, Institute of Hospital Management, West China School of Medicine and West China Hospital, Sichuan University, Chengdu 610041, P. R. China;

Corresponding?author：

ZHOU Liang, Email: 1036162@qq.com

Keywords：

Medical students; Competence; Evaluation; Model; Scoping review

DOI：

10.7507/1672-2531.202508095

Video：

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Abstract Full text Figures/Tables Video References Cited by

Objective Conduct a scoping review of medical student competency assessment research to provide a reference for constructing a scientific, practical, and feasible assessment system. Methods The search was conducted in CNKI, SinoMed, WanFang Data, PubMed, Web of Science and Embase databases. The time limit was set from the inception to June 2025. A scope review was conducted based on Arksey and O’Malley’s framework of scope definition review methods. Results A total of 31 studies were included, involving 13 theoretical, 6 empirical, and 12 mixed-methods. These studies reported on mainstream competency assessment methods in medical education, such as the Objective Structured Clinical Examination, 360-degree evaluation, Mini-Clinical Assessment (MCA), multiple-choice questions (MCQs), and direct observation of procedural skills. Studies on competency model construction primarily used the Miller Pyramid, Bloom’s Taxonomy of Educational Objectives, and the current physician competency consensus as core theoretical frameworks. Mixed research methods, such as literature analysis, Behavioral Event Interviews, the Delphi method, and questionnaire surveys, were frequently employed. Domestic competency models primarily focus on "knowledge, skills, and professionalism" as core indicator elements, with the five-point Likert scale being the predominant format for questionnaire items (8 items, 57.1%). Although research reliability validation was relatively well-established, More than half of the studies (7 items, 53.8%) did not report validity metrics. Conclusion While theoretical foundations in competency research are well-established and modeling methodologies are diverse, current assessment methods face limitations, and a lack of uniformity persists in the core elements of competency models. Competency models developed domestically and internationally exhibit significant differences in dimension categorization and item quantity.

1.	金晶. 勝任力理論國外研究綜述及其啟示. 企業改革與管理, 2021, (4): 61-65.
2.	McClelland DC. Testing for competence rather than for "intelligence". Am Psychol, 1973, 28(1): 1-14.
3.	Dervenis C, Fitsilis P, Iatrellis O. A review of research on teacher competencies in higher education. Qual Assur Educ, 2022, 30(2): 199-220.
4.	袁浩鏞. 勝任力研究綜述. 產業與科技論壇, 2020, 19(14): 84-85.
5.	Smyth B, McKenna E. Competence models and the maintenance problem. Comput Intell, 2001, 17(2): 235-249.
6.	郭秀娟, 余紅劍. 我國衛生領域勝任力研究綜述. 中國衛生政策研究, 2012, 5(4): 52-58.
7.	李蘭, 黃丹丹, 曹怡, 等. 我國住院醫師勝任力評價指標體系的系統評價. 中國循證醫學雜志, 2024, 24(11): 1312-1316.
8.	胡文萱, 張一諾, 孫寒冰, 等. 醫學生崗位勝任力研究現狀與思考. 西部素質教育, 2024, 10(21): 24-29.
9.	舒明蓉, 王洪鍵, 王星月, 等. 醫教協同背景下全科住院醫師規范化培訓帶教師資對置信職業行為的需求調查. 中國循證醫學雜志, 2024, 24(9): 1011-1015.
10.	楊曉琦, 王苗苗, 張納森, 等. 基于結構方程模型的醫科院校不同生源運動康復專業本科生勝任力比較. 中國衛生統計, 2025, 42(1): 94-97.
11.	馬南楠, 申穎. 基于CiteSpace的臨床醫學本科生勝任力研究可視化分析. 循證護理, 2025, (6): 251-253.
12.	Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol, 2005, 8(1): 19-32.
13.	Tricco AC, Lillie E, Zarin W, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med, 2018, 169(7): 467-473.
14.	Peters MDJ, Marnie C, Tricco AC, et al. Updated methodological guidance for the conduct of scoping reviews. JBI Evid Synth, 2020, 18(10): 2119-2126.
15.	洪曉梅, 張錦雀. 口腔醫學生崗位勝任力指標體系研究. 衛生職業教育, 2024, 42(8): 1-6.
16.	黃麟翔, 黎子華, 詹煒杰, 等. 醫學畢業生綜合素質勝任力評價量表的構建分析. 中華醫學教育探索雜志, 2021, 20(1): 66-70.
17.	劉婷婷, 梁淑娟, 劉艷菲, 等. 崗位勝任力視角下臨床醫學生能力素質指標體系的定量化評價. 中國衛生統計, 2020, 37(1): 43-44.
18.	張納森, 趙良淵. 基于結構方程模型的運動康復本科生勝任力模型的研究. 中國衛生統計, 2021, 38(4): 542-545.
19.	Fu Y, Zhao G, Shan J, et al. Study on a job competence evaluation system for resident physicians (including integrated postgraduates) receiving standardized training. BMC Med Educ, 2023, 23(1): 834.
20.	Zhao R, Liu F, Zhu K. Establishment of an evaluation index system of competencies for college senior students in general practice medicine in anhui province, China. Int J Gen Med, 2024, 17: 85-92.
21.	Prediger S, Schick K, Fincke F, et al. Validation of a competence-based assessment of medical students' performance in the physician's role. BMC Med Educ, 2020, 20(1): 6.
22.	Bu?enius L, Harendza S. Development of an instrument for medical students' self-assessment of facets of competence for patient-centred care. Patient Educ Couns, 2023, 115: 107926.
23.	Mühling T, Schreiner V, Appel M, et al. Comparing virtual reality-based and traditional physical objective structured clinical examination (OSCE) stations for clinical competency assessments: randomized controlled trial. J Med Internet Res, 2025, 27: e55066.
24.	Zelesniack E, Oubaid V, Harendza S. Defining competence profiles of different medical specialties with the requirement-tracking questionnaire - a pilot study to provide a framework for medial students' choice of postgraduate training. BMC Med Educ, 2021, 21(1): 46.
25.	Zelesniack E, Oubaid V, Harendza S. Final-year medical students' competence profiles according to the modified requirement tracking questionnaire. BMC Med Educ, 2021, 21(1): 319.
26.	Prediger S, Fürstenberg S, Berberat PO, et al. Interprofessional assessment of medical students' competences with an instrument suitable for physicians and nurses. BMC Med Educ, 2019, 19(1): 46.
27.	Imorde L, M?ltner A, Runschke M, et al. Adaptation and validation of the Berlin questionnaire of competence in evidence-based dentistry for dental students: a pilot study. BMC Med Educ, 2020, 20(1): 136.
28.	Harendza S, Soll H, Prediger S, et al. Assessing core competences of medical students with a test for flight school applicants. BMC Med Educ, 2019, 19(1): 9.
29.	Bu?enius L, Harendza S, van den Bussche H, et al. Final-year medical students' self-assessment of facets of competence for beginning residents. BMC Med Educ, 2022, 22(1): 82.
30.	Hampton D, Melander S, Tovar E, et al. Value of miller’s pyramid for clinical skills assessment in the evaluation of competency for nurse practitioner students. J Nurse Pract, 2024, 20(4): 104952.
31.	Larsen R, Reif L. Leveling the core competencies of public health nursing to evaluate senior baccalaureate nursing students. Public Health Nurs, 2019, 36(5): 744-751.
32.	O'Rae A, Peters K, Shajani Z, et al. Improving the evaluation of clinical competence in undergraduate students, evidence and technology: an integrative review. J Prof Nurs, 2025, 56: 19-25.
33.	Chang O, Holbrook AM, Lohit S, et al. Comparability of objective structured clinical examinations (osces) and written tests for assessing medical school students' competencies: a scoping review. Eval Health Prof, 2023, 46(3): 213-224.
34.	Fonteneau T, Billion E, Abdoul C, et al. Simulation game versus multiple choice questionnaire to assess the clinical competence of medical students: prospective sequential trial. J Med Internet Res, 2020, 22(12): e23254.
35.	Hodgson KL, Lamport DJ, Laville A. Variable trajectory: a systematic review, analytic synthesis and construct domain consolidation of international measures of competence in doctors and medical students. BMJ Open, 2021, 11(8): e047395.
36.	?vreb? LJ, Dyrstad DN, Hansen BS. Assessment methods and tools to evaluate postgraduate critical care nursing students' competence in clinical placement. An integrative review. Nurse Educ Pract, 2022, 58: 103258.
37.	M?rtensson G, Lind V, Edin K, et al. Development and validation of a clinical assessment tool for postgraduate nursing education: a consensus-group study. Nurse Educ Pract, 2020, 44: 102741.
38.	Lindgren S, Argullos JLP, Millan JR. Assessment of clinical competence of medical students: future perspectives for Spanish Faculties. Indian J Pediatr, 2024, 7(2): 100424.
39.	Aram NA, Mohammad Soleymani S, Jahanabadi S, et al. Design, implementation, and validation of an OSCE to assess clinical competencies in pharmacy students in Iran. A cross-sectional study. Curr Pharm Teach Learn, 2025, 17(6): 102324.
40.	Yazdimoghaddam H, Samadipour E, Ghardashi F, et al. Designing a comprehensive clinical competency test for operating room technology student: Using Delphi technique and CIPP model evaluation. J Educ Health Promot, 2021, 10: 240.
41.	Purabdollah M, Zamanzadeh V, Ghahramanian A, et al. Competencies expected of undergraduate nursing students: a scoping review. Nurs Open, 2023, 10(12): 7487-7508.
42.	Du X, Kassab SE, Al-Moslih AM, et al. Identifying essential competencies for medical students. J Appl Res High Educ, 2019, 11(3): 352-366.
43.	Dejene D, Ayalew F, Yigzaw T, et al. Assessment of clinical competence of graduating medical students and associated factors in Ethiopia. BMC Med Educ, 2024, 24(1): 17.
44.	Grande RAN, Berdida DJE, Susanto T, et al. Nursing competency inventory and professional competence of graduating students in six Asian countries: a cross-sectional study. Nurse Educ Today, 2022, 116: 105470.
45.	van de Mortel TF, Nilsson J, Lepp M. Validating the nurse professional competence scale with australian baccalaureate nursing students. Collegian, 2021, 28(2): 244-251.
46.	Fletcher D, Maher J. Toward a competency-based understanding of the training and development of applied sport psychologists. Sport Exercise Perform Psychol, 2013, 2(4): 265-280.
47.	Mcclelland D, Boyatzis R. Opportunities for counselors from the competency assessment movement. Pers Guid J, 1980, 58(5): 368-372.
48.	Wijnen-Meijer M, van der Schaaf M, Nillesen K, et al. Essential facets of competence that enable trust in graduates: a delphi study among physician educators in the Netherlands. J Grad Med Educ, 2013, 5(1): 46-53.
49.	Kizilay FE, Celik M. A literature review on generative artificial intelligence in educational assessment: an extension to maritime competency assessment. WMU J Marit Affair, 2025, 12: 1-23.
50.	Sahin Karaduman G, Basak T. Is virtual patient simulation superior to human patient simulation: a randomized controlled study. Comput Inform Nurs, 2023, 41(6): 467-476.
51.	Craig C, Kasana N, Modi A. Virtual OSCE delivery: the way of the future. Med Educ, 2020, 54(12): 1185-1186.
52.	Tang Q, Deng W, Huang Y, et al. Can generative artificial intelligence be a good teaching assistant. —An empirical analysis based on generative AI-assisted teaching. J Comput Assisted Learn, 2025, 41(3): e70027.
53.	張放. 數字化背景下高職學生崗位勝任力評價研究. 科教導刊, 2024, (15): 29-31.
54.	Colbert-Getz JM, Ryan MS, Ortega P. What lies beneath: critical contexts in medical education research. Acad Med, 2024, 99(11): 1181-1183.
55.	Hu WL, Hong Y, Wang H, et al. Assessing evidence-based practice competencies of undergraduate nursing students using a developed multi-criteria decision-analysis model. Nurse Educ Pract, 2024, 76: 103919.
56.	王慧晶. 鐵路客運關鍵崗位勝任力評價方法及其應用. 長沙: 中南大學, 2009.

1. 金晶. 勝任力理論國外研究綜述及其啟示. 企業改革與管理, 2021, (4): 61-65.
2. McClelland DC. Testing for competence rather than for "intelligence". Am Psychol, 1973, 28(1): 1-14.
3. Dervenis C, Fitsilis P, Iatrellis O. A review of research on teacher competencies in higher education. Qual Assur Educ, 2022, 30(2): 199-220.
4. 袁浩鏞. 勝任力研究綜述. 產業與科技論壇, 2020, 19(14): 84-85.
5. Smyth B, McKenna E. Competence models and the maintenance problem. Comput Intell, 2001, 17(2): 235-249.
6. 郭秀娟, 余紅劍. 我國衛生領域勝任力研究綜述. 中國衛生政策研究, 2012, 5(4): 52-58.
7. 李蘭, 黃丹丹, 曹怡, 等. 我國住院醫師勝任力評價指標體系的系統評價. 中國循證醫學雜志, 2024, 24(11): 1312-1316.
8. 胡文萱, 張一諾, 孫寒冰, 等. 醫學生崗位勝任力研究現狀與思考. 西部素質教育, 2024, 10(21): 24-29.
9. 舒明蓉, 王洪鍵, 王星月, 等. 醫教協同背景下全科住院醫師規范化培訓帶教師資對置信職業行為的需求調查. 中國循證醫學雜志, 2024, 24(9): 1011-1015.
10. 楊曉琦, 王苗苗, 張納森, 等. 基于結構方程模型的醫科院校不同生源運動康復專業本科生勝任力比較. 中國衛生統計, 2025, 42(1): 94-97.
11. 馬南楠, 申穎. 基于CiteSpace的臨床醫學本科生勝任力研究可視化分析. 循證護理, 2025, (6): 251-253.
12. Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol, 2005, 8(1): 19-32.
13. Tricco AC, Lillie E, Zarin W, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med, 2018, 169(7): 467-473.
14. Peters MDJ, Marnie C, Tricco AC, et al. Updated methodological guidance for the conduct of scoping reviews. JBI Evid Synth, 2020, 18(10): 2119-2126.
15. 洪曉梅, 張錦雀. 口腔醫學生崗位勝任力指標體系研究. 衛生職業教育, 2024, 42(8): 1-6.
16. 黃麟翔, 黎子華, 詹煒杰, 等. 醫學畢業生綜合素質勝任力評價量表的構建分析. 中華醫學教育探索雜志, 2021, 20(1): 66-70.
17. 劉婷婷, 梁淑娟, 劉艷菲, 等. 崗位勝任力視角下臨床醫學生能力素質指標體系的定量化評價. 中國衛生統計, 2020, 37(1): 43-44.
18. 張納森, 趙良淵. 基于結構方程模型的運動康復本科生勝任力模型的研究. 中國衛生統計, 2021, 38(4): 542-545.
19. Fu Y, Zhao G, Shan J, et al. Study on a job competence evaluation system for resident physicians (including integrated postgraduates) receiving standardized training. BMC Med Educ, 2023, 23(1): 834.
20. Zhao R, Liu F, Zhu K. Establishment of an evaluation index system of competencies for college senior students in general practice medicine in anhui province, China. Int J Gen Med, 2024, 17: 85-92.
21. Prediger S, Schick K, Fincke F, et al. Validation of a competence-based assessment of medical students' performance in the physician's role. BMC Med Educ, 2020, 20(1): 6.
22. Bu?enius L, Harendza S. Development of an instrument for medical students' self-assessment of facets of competence for patient-centred care. Patient Educ Couns, 2023, 115: 107926.
23. Mühling T, Schreiner V, Appel M, et al. Comparing virtual reality-based and traditional physical objective structured clinical examination (OSCE) stations for clinical competency assessments: randomized controlled trial. J Med Internet Res, 2025, 27: e55066.
24. Zelesniack E, Oubaid V, Harendza S. Defining competence profiles of different medical specialties with the requirement-tracking questionnaire - a pilot study to provide a framework for medial students' choice of postgraduate training. BMC Med Educ, 2021, 21(1): 46.
25. Zelesniack E, Oubaid V, Harendza S. Final-year medical students' competence profiles according to the modified requirement tracking questionnaire. BMC Med Educ, 2021, 21(1): 319.
26. Prediger S, Fürstenberg S, Berberat PO, et al. Interprofessional assessment of medical students' competences with an instrument suitable for physicians and nurses. BMC Med Educ, 2019, 19(1): 46.
27. Imorde L, M?ltner A, Runschke M, et al. Adaptation and validation of the Berlin questionnaire of competence in evidence-based dentistry for dental students: a pilot study. BMC Med Educ, 2020, 20(1): 136.
28. Harendza S, Soll H, Prediger S, et al. Assessing core competences of medical students with a test for flight school applicants. BMC Med Educ, 2019, 19(1): 9.
29. Bu?enius L, Harendza S, van den Bussche H, et al. Final-year medical students' self-assessment of facets of competence for beginning residents. BMC Med Educ, 2022, 22(1): 82.
30. Hampton D, Melander S, Tovar E, et al. Value of miller’s pyramid for clinical skills assessment in the evaluation of competency for nurse practitioner students. J Nurse Pract, 2024, 20(4): 104952.
31. Larsen R, Reif L. Leveling the core competencies of public health nursing to evaluate senior baccalaureate nursing students. Public Health Nurs, 2019, 36(5): 744-751.
32. O'Rae A, Peters K, Shajani Z, et al. Improving the evaluation of clinical competence in undergraduate students, evidence and technology: an integrative review. J Prof Nurs, 2025, 56: 19-25.
33. Chang O, Holbrook AM, Lohit S, et al. Comparability of objective structured clinical examinations (osces) and written tests for assessing medical school students' competencies: a scoping review. Eval Health Prof, 2023, 46(3): 213-224.
34. Fonteneau T, Billion E, Abdoul C, et al. Simulation game versus multiple choice questionnaire to assess the clinical competence of medical students: prospective sequential trial. J Med Internet Res, 2020, 22(12): e23254.
35. Hodgson KL, Lamport DJ, Laville A. Variable trajectory: a systematic review, analytic synthesis and construct domain consolidation of international measures of competence in doctors and medical students. BMJ Open, 2021, 11(8): e047395.
36. ?vreb? LJ, Dyrstad DN, Hansen BS. Assessment methods and tools to evaluate postgraduate critical care nursing students' competence in clinical placement. An integrative review. Nurse Educ Pract, 2022, 58: 103258.
37. M?rtensson G, Lind V, Edin K, et al. Development and validation of a clinical assessment tool for postgraduate nursing education: a consensus-group study. Nurse Educ Pract, 2020, 44: 102741.
38. Lindgren S, Argullos JLP, Millan JR. Assessment of clinical competence of medical students: future perspectives for Spanish Faculties. Indian J Pediatr, 2024, 7(2): 100424.
39. Aram NA, Mohammad Soleymani S, Jahanabadi S, et al. Design, implementation, and validation of an OSCE to assess clinical competencies in pharmacy students in Iran. A cross-sectional study. Curr Pharm Teach Learn, 2025, 17(6): 102324.
40. Yazdimoghaddam H, Samadipour E, Ghardashi F, et al. Designing a comprehensive clinical competency test for operating room technology student: Using Delphi technique and CIPP model evaluation. J Educ Health Promot, 2021, 10: 240.
41. Purabdollah M, Zamanzadeh V, Ghahramanian A, et al. Competencies expected of undergraduate nursing students: a scoping review. Nurs Open, 2023, 10(12): 7487-7508.
42. Du X, Kassab SE, Al-Moslih AM, et al. Identifying essential competencies for medical students. J Appl Res High Educ, 2019, 11(3): 352-366.
43. Dejene D, Ayalew F, Yigzaw T, et al. Assessment of clinical competence of graduating medical students and associated factors in Ethiopia. BMC Med Educ, 2024, 24(1): 17.
44. Grande RAN, Berdida DJE, Susanto T, et al. Nursing competency inventory and professional competence of graduating students in six Asian countries: a cross-sectional study. Nurse Educ Today, 2022, 116: 105470.
45. van de Mortel TF, Nilsson J, Lepp M. Validating the nurse professional competence scale with australian baccalaureate nursing students. Collegian, 2021, 28(2): 244-251.
46. Fletcher D, Maher J. Toward a competency-based understanding of the training and development of applied sport psychologists. Sport Exercise Perform Psychol, 2013, 2(4): 265-280.
47. Mcclelland D, Boyatzis R. Opportunities for counselors from the competency assessment movement. Pers Guid J, 1980, 58(5): 368-372.
48. Wijnen-Meijer M, van der Schaaf M, Nillesen K, et al. Essential facets of competence that enable trust in graduates: a delphi study among physician educators in the Netherlands. J Grad Med Educ, 2013, 5(1): 46-53.
49. Kizilay FE, Celik M. A literature review on generative artificial intelligence in educational assessment: an extension to maritime competency assessment. WMU J Marit Affair, 2025, 12: 1-23.
50. Sahin Karaduman G, Basak T. Is virtual patient simulation superior to human patient simulation: a randomized controlled study. Comput Inform Nurs, 2023, 41(6): 467-476.
51. Craig C, Kasana N, Modi A. Virtual OSCE delivery: the way of the future. Med Educ, 2020, 54(12): 1185-1186.
52. Tang Q, Deng W, Huang Y, et al. Can generative artificial intelligence be a good teaching assistant. —An empirical analysis based on generative AI-assisted teaching. J Comput Assisted Learn, 2025, 41(3): e70027.
53. 張放. 數字化背景下高職學生崗位勝任力評價研究. 科教導刊, 2024, (15): 29-31.
54. Colbert-Getz JM, Ryan MS, Ortega P. What lies beneath: critical contexts in medical education research. Acad Med, 2024, 99(11): 1181-1183.
55. Hu WL, Hong Y, Wang H, et al. Assessing evidence-based practice competencies of undergraduate nursing students using a developed multi-criteria decision-analysis model. Nurse Educ Pract, 2024, 76: 103919.
56. 王慧晶. 鐵路客運關鍵崗位勝任力評價方法及其應用. 長沙: 中南大學, 2009.

Chinese Journal of Evidence-Based Medicine

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