Abstract:

Objective Addressing the shortcomings of traditional paper-based immediate question-setting and test administration, including insufficient standardization, poor objectivity in assessment, and inconvenient question management, this study explores the value of standardized question bank development in advancing medical education reform, aligning with educational advancements, and meeting social needs, against the backdrop of computer information technology. It aims to provide practical references for standardized item bank construction in medical universities.

Methods Drawing on the standardized question bank development experience for clinical medicine courses at Capital Medical University, this study conducted top-level design of standardized question banks regarding the significance, overall framework, design approach, implementation details, and advanced key construction tasks in phases .

Results Traditional paper-based exams face challenges including lack of assessment standardization, difficulty in comprehensively and objectively evaluating students' learning abilities and teachers' teaching effectiveness, insufficient examination reliability and validity, high labor costs, and inconvenient question updating and management. The standardized question bank for clinical medicine courses adopts technical parameters such as question quantity planning (1:3 ratio) and question type proportions (Type A1: 25%), demonstrating multiple advantages of being scientific, standardized, and efficient. Currently, Capital Medical University has established standardized question banks for internal medicine, surgery, obstetrics and gynecology, and pediatrics, which have been widely applied in unified course examinations and clinical comprehensive examinations. Practical data indicate that the question types, quantity, question type design, and technical parameter design of the question bank are reasonably structured, effectively supporting the implementation of the separation of teaching and examination as well as paperless assessment, and significantly improving the reliability and validity of assessments.

Conclusion The primary innovation lies in proposing a concrete, quantifiable, and replicable "technical parameter system." Standardized item bank construction aligns with the development trends of medical education and serves as the foundation for the separation of teaching and examination. Effective four-party collaboration and dynamic maintenance can effectively address the shortcomings of traditional paper-based examinations, providing practical experience for the standardized construction of question banks in medical universities.

Key words:

clinical medicine, courses assessment｜ standardization｜ question bank construction｜digitalization｜ medical education｜ separation of teaching and examination