Phát triển và áp dụng bộ công cụ đánh giá năng lực giao tiếp, hợp tác và trách nhiệm nghề nghiệp của sinh viên y khoa theo chuẩn đầu ra

Tóm tắt

Competency-based medical education (CBME) requires the assessment of program learning outcomes (PLOs) to be strictly aligned with clinical practice using appropriate measurement tools. This study aims to develop, apply, and evaluate the feasibility of a standardized tool for assessing PLO. Communication, collaboration, autonomy, and professional responsibility competencies among medical students at Hai Phong University of Medicine and Pharmacy. The assessment revealed that 100% of the participating students successfully achieved the PLO benchmarks. However, a distinct stratification in proficiency levels emerged: 190 students (68.35%) achieved an excellent level, 83 students (29.86%) reached a good-to-very-good level, and 5 students (1.79%) performed at an average level, with no students falling into the unsatisfactory category. Students demonstrated strong performance in basic communication with patients and relatives, as well as effective teamwork with peers. Qualitative analysis elucidated that this variation in competency was primarily driven by individual attributes, prior practical experience, and the degree of active participation in clinical rotations. This study confirms that the standardized behavioral checklist is a feasible and highly discriminative instrument for evaluating soft skills and professional attitudes in medical students. The findings indicate that the current learning and clinical practice environments provide supportive conditions for cultivating competencies required by PLO. To further improve training quality, the curriculum should continue integrating contemporary competency assessment frameworks and track student progress through longitudinal tracking.