Quy trình đánh giá chuẩn đầu ra chương trình đào tạo Y khoa theo hướng tiếp cận giáo dục dựa trên chuẩn đầu ra, năng lực và phân tích dữ liệu học tập

Tóm tắt

Assessing the attainment of Program Learning Outcomes (PLO) is a core requirement in competency-based medical education. However, training institutions continue to face challenges in systematically tracking and evaluating the developmental trajectory of student competencies. This study applies the principles of Programmatic Assessment (PA), Workplace-Based Assessment (WBA), and Learning Analytics (LA) to develop a structured framework for assessing PLO attainment levels in medical training. The study proposes a six-step procedure comprising: defining PLOs and performance benchmarks; establishing performance indicators; designing assessment matrices; selecting appropriate assessment tools; collecting and analyzing data; and conducting supplementary qualitative research to interpret results, identify root causes of underattainment, and propose improvements. Preliminary pilot results focusing on the medical knowledge competency domain demonstrated that the process is logically structured, synthesizes and visually describes the level of learning outcome attainment, and assists in identifying bottlenecks within the course structures to inform targeted improvements. The proposed process offers a feasible framework for learning outcome assessment, contributing to the standardization of evidence for quality assurance and accreditation in medical education. Future research should extend empirical validation to clinical PLOs (integrating OSCE, Mini-CEX, and Portfolio data), develop interactive dashboards to automate data processing, and test the framework across diverse medical training institutions.