ObjectiveTo investigate the clinical medicine of Sichuan University graduate students degree of satisfaction about the tutors’ performance of the responsibility from all aspects, providing the basis to enhance the guidance level of tutors and to improve the quality of graduate students. MethodsA total of 1 589 graduate students from the 2014 to 2016 session of West China School of Medicine in Sichuan University were investigated by self-made questionnaires.ResultsClinical medical graduate students’ satisfaction of the tutor performance of the responsibility rate was 90.94%, significantly higher than the national graduate level (P<0.001); the highest rating was the evaluation of the ideological and moral cultivation of the tutor (which rate was 96.55%), the lowest satisfaction rate was on the responsibility of caring about the living conditions of students (which rate was 89.79%); There were differences of gender and education level in graduate students degree of satisfaction about the tutors’ performance of the responsibility (P<0.001), male graduate satisfaction was higher than that of female graduate students, doctoral student satisfaction was higher than that of postgraduates. ConclusionThe system of strengthen tutors education responsibility teacher education system of Sichuan University is effective, and the condition of implement tutors responsibility of education is good, but still need to enhance the duty of tutor about caring more on graduate students mental health and living status.
ObjectiveTo systematically evaluate the current implementation status and reform progress of the comprehensive quality evaluation system for medical postgraduates. MethodsThe 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. ResultsA 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. ConclusionCurrent 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.
