Tóm tắt Luận án Tiến sĩ: Thực trạng đảm bảo chất lượng giáo dục cơ sở đào tạo bác sĩ đa khoa, đề xuất và thử nghiệm một số tiêu chí đánh giá chất lượng

The escalating concerns surrounding the quality of medical practitioners in Vietnam, exacerbated by an increasing number of medical school enrollments and institutions, underscore the urgent need for robust education quality assurance. Existing frameworks often fall short in addressing the unique requirements of medical training, leading to limitations in the practical competence of newly graduated doctors. This study, therefore, aims to critically assess the current landscape of quality assurance in general practitioner education across Vietnamese universities. Furthermore, it proposes and empirically tests a tailored set of quality assessment criteria designed to enhance the rigor and relevance of medical education evaluation, ensuring graduates are adequately prepared for the demands of professional practice.

Các nhà hoạch định chính sách giáo dục và y tế, ban giám hiệu trường đại học y, giảng viên, và các cơ quan đảm bảo chất lượng giáo dục.

This research addresses the critical need for improved education quality assurance within Vietnamese medical education, particularly for general practitioners. The study begins by evaluating the existing quality assurance status in eight medical universities, identifying challenges related to inadequate infrastructure, faculty competencies, and student feedback mechanisms, based on the Ministry of Education and Training's standards. A significant innovation of this work is the proposal and experimentation of a new, profession-specific set of quality assessment criteria. This comprehensive framework, developed through a mixed-methods approach involving extensive expert consultation, qualitative interviews, and quantitative data analysis, refines and expands upon current evaluation metrics. It introduces a three-tiered structure—standards, criteria, and indicators—to allow for more precise and quantifiable evaluation, thereby enhancing the objectivity and comparability of quality assessments over time. The experimental application of these criteria in three pilot universities demonstrated their effectiveness in providing a more detailed and accurate picture of educational quality. Experts validated the proposed criteria, noting their high equivalence with international benchmarks like WFME standards, suggesting their potential to significantly improve quality accreditation processes. The findings offer valuable insights and a practical toolkit for medical universities and regulatory bodies to elevate the standards of medical training, ultimately ensuring that future general practitioners possess the necessary competencies and ethical foundations to serve society effectively.