Comprehensive quality evaluation system for medical postgraduates: a systematic review_Chinese Journal of Evidence-Based Medicine

Authors：

HUANG Lei ¹ , CHEN Nian ¹ ,  WU Yan ¹ , SHEN Wenwu ²

1. Department of Postgraduate Students, West China School of Medicine, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
2. Office of the Party Committee, West China School of Medicine, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;

Corresponding?author：

WU Yan, Email: wuyan@wchscu.cn

Keywords：

Comprehensive quality; Medical education; Graduate students; Evaluation system; Systematic review

DOI：

10.7507/1672-2531.202512051

Video：

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Objective To systematically evaluate the current implementation status and reform progress of the comprehensive quality evaluation system for medical postgraduates. Methods The PubMed, Embase, Web of Science, CNKI databases, and official university websites were electronically searched to collect relevant policy documents and academic literature from inception to November 30, 2025. Two researchers independently screened the literature, extracted data, and cross-checked the results. A qualitative inductive approach was used to systematically review and compare the frameworks, indicators, and applications of the evaluation systems. Results A total of 23 evaluation documents from domestic medical universities and 16 relevant foreign documents/literature were included. The domestic evaluation systems showed a trend towards multi-dimensionality, categorization, and process-orientation, incorporating diverse methods such as subjective assessment, representative work evaluation, and single-veto mechanisms. Foreign evaluation systems were competency-oriented, focusing on core abilities like medical knowledge, clinical skills, professionalism, and communication. They widely employed methods such as objective structured clinical examination (OSCE), multi-source feedback, portfolio assessment, and multiple mini-interviews (MMI), with increasing attention to the application of information technology. Conclusion Current reforms have made progress in diversifying evaluation dimensions and methods. However, challenges remain, including subjective evaluation standards, an imbalance between research output and comprehensive quality assessment, insufficient stakeholder participation, and inadequate attention to societal needs and individual exceptional achievements.

Citation： HUANG Lei, CHEN Nian, WU Yan, SHEN Wenwu. Comprehensive quality evaluation system for medical postgraduates: a systematic review. Chinese Journal of Evidence-Based Medicine, 2026, 26(5): 615-620. doi: 10.7507/1672-2531.202512051 Copy

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2.	東南大學. 東南大學醫學院研究生國家獎學金評定細則. 2025.
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29.	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.
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31.	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.
32.	Knorr M, Hissbach J. Multiple mini-interviews: same concept, different approaches. Med Educ, 2014, 48(12): 1157-1175.
33.	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.
34.	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.
35.	Schwarz AW. Minimum essential requirements and standards in medical education. Med Teach, 2000, 22(6): 555-559.
36.	Singer PA, Cohen R, Robb A, et al. The ethics objective structured clinical examination. J Gen Intern Med, 1993, 8(1): 23-28.
37.	Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teach, 2009, 31(9): 790-801.
38.	美國中華醫學基金會. 全球醫學教育最低基本要求. 醫學教育, 2002, (4): 1-7.
39.	Andolsek K, Padmore J, Hauer KE, et al. Clinical competency committees: a guidebook for programs. Accreditation Council for Graduate Medical Education (ACGME), 2015.
40.	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.

1. 北京大學. 北京大學臨床腫瘤學院研究生獎勵評優標準. 2025.
2. 東南大學. 東南大學醫學院研究生國家獎學金評定細則. 2025.
3. 華中科技大學. 基礎醫學院2021學年研究生國家獎學金評定細則. 2021.
4. 華中科技大學. 2021年公共衛生學院研究生國家獎學金評選細則. 2021.
5. 吉林大學. 吉林大學第一醫院研究生學術業績獎學金評定細則. 2025.
6. 蘭州大學. 蘭州大學第一臨床醫學院研究生獎助評定2023年實施細則. 2023.
7. 南京醫科大學. 基礎醫學院研究生獎學金評定細則. 2018.
8. 清華大學. 清華大學2022年醫管院研究生國家獎學金評定實施方案. 2022.
9. 廈門大學. 廈門大學醫學院研究生獎學金評分標準. 2024.
10. 山東大學. 山東大學基礎醫學院研究生綜合評價實施辦法. 2024.
11. 上海交通大學. 上海交通大學藥學院學生綜合測評實施細則. 2024.
12. 四川大學. 四川大學華西臨床醫學院研究生綜合素質評價實施細則(試行). 2024.
13. 同濟大學. 同濟大學醫學院研究生國家獎學金評審實施細則. 2021.
14. 武漢大學. 武漢大學第一臨床學院研究生獎學金評定實施細則. 2024.
15. 西安交通大學. 西安交通大學醫學部研究生獎助金和表彰獎勵評定細則. 2019.
16. 浙江大學. 浙江大學醫學院研究生綜合素質評價實施細則(試行). 2023.
17. 中國醫學科學院, 北京協和醫學院. 中國醫學科學院放射醫學研究所研究生獎學金管理辦法. 2025.
18. 中南大學. 中南大學湘雅口腔醫學院(湘雅口腔醫院)研究生國家獎學金、校院級獎勵金評定實施細則. 2020.
19. 中南大學. 臨床醫學八年制學生研究生階段獎學金評定實施細則. 2024.
20. 中山大學. 中山大學公共衛生學院2023-2024學年學生綜合素質測評辦法. 2024.
21. 北京中醫藥大學. 關于開展2023-2024學年度研究生學業獎學金評定工作的通知. 2024.
22. 上海中醫藥大學. 上海中醫藥大學學生綜合素質評價實施辦法. 2024.
23. 中國藥科大學. 中國藥科大學藥學院研究生國家獎學金評審細則(試行). 2022.
24. Bai H. Modernizing medical education through leadership development. Yale J Biol Med, 2020, 93(3): 433-439.
25. Baylis F, Downie J. Ethics education for Canadian medical students. Acad Med, 1991, 66(7): 413-414.
26. Boyd VA, Whitehead CR, Thille P, et al. Competency-based medical education: the discourse of infallibility. Med Educ, 2018, 52(1): 45-57.
27. 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.
28. Francis NJ, Jones S, Smith DP. Generative AI in higher education: balancing innovation and integrity. Br J Biomed Sci, 2025, 81: 14048.
29. 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.
30. Goldhamer ME, Baker K, Cohen AP, et al. Evaluating the evaluators: implementation of a multi-source evaluation program for graduate medical education program directors. J Grad Med Educ, 2016, 8(4): 592-596.
31. 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.
32. Knorr M, Hissbach J. Multiple mini-interviews: same concept, different approaches. Med Educ, 2014, 48(12): 1157-1175.
33. 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.
34. 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.
35. Schwarz AW. Minimum essential requirements and standards in medical education. Med Teach, 2000, 22(6): 555-559.
36. Singer PA, Cohen R, Robb A, et al. The ethics objective structured clinical examination. J Gen Intern Med, 1993, 8(1): 23-28.
37. Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teach, 2009, 31(9): 790-801.
38. 美國中華醫學基金會. 全球醫學教育最低基本要求. 醫學教育, 2002, (4): 1-7.
39. Andolsek K, Padmore J, Hauer KE, et al. Clinical competency committees: a guidebook for programs. Accreditation Council for Graduate Medical Education (ACGME), 2015.
40. 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.

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Current landscape and reflections on methodological frameworks for patient and public involvement in clinical research

Chinese Journal of Evidence-Based Medicine

Comprehensive quality evaluation system for medical postgraduates: a systematic review

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