Optimal design of formative evaluation method for pain diagnosis and treatment course based on post competency-ZENTIME PUBLISHING CORPORATION LIMITED

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Optimal design of formative evaluation method for pain diagnosis and treatment course based on post competency

Bing Liang^1,#, Xiaojing Guo^1,#, Zhanheng Chen², Mi Li^3,*, Yimin Yuan^1,*, Zui Zou^3,*

¹Department of Pain Therapy, Department of Anesthesiology, Naval Medical University, Shanghai 200433, China.

²Department of Clinical Anesthesiology, Department of Anesthesiology, Naval Medical University, Shanghai 200433, China.

³Department of Anesthesiology, Naval Medical University, Shanghai 200433, China.

^#The authors contribute equally and are co-first authors.

^*The authors contribute equally.

Address correspondence to: Mi Li, Department of Anesthesiology, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. Tel: +86-18601664447. E-mail: limi@smmu.edu.cn. Yimin Yuan, Department of Pain Therapy, Department of Anesthesiology, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. Tel: +86-13564440744. E-mail: yym3535@163.com. Zui Zou, Department of Anesthesiology, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. E-mail: zouzui1980@163.com.

DOI: https://doi.org/10.61189/566435hylznl

Received September 22, 2025; Accepted January 8, 2026; Published April 1, 2026

Highlights

● Develops a competency-based framework tailored for pain medicine education, which integrates five core dimensions—clinical knowledge, practical skills, professionalism, communication, and innovative thinking—specifically aligned with anesthesiology undergraduates' training needs.

● Introduces a multi-method formative assessment system utilizing tools such as Objective Structured Clinical Examination, Mini-Clinical Evaluation Exercise, reflective journals, and case-based evaluations to enable continuous, process-oriented, and ability-focused learning feedback.

● Proposes a structured implementation strategy with phased roll-out and stakeholder training to facilitate the transition from traditional summative testing to dynamic, feedback-driven assessment, enhancing both teaching quality and students' clinical readiness.

Abstract

This study aimed to construct a competency-based formative assessment system for the undergraduate Pain Diagnosis and Treatment course in anesthesiology. By integrating internationally authoritative competency frameworks and conducting systematic literature analysis, five core competency dimensions were identified: clinical pain knowledge, pain diagnosis and therapeutic procedural skills, professional responsibility, interpersonal communication and collaboration skills, as well as scientific research and innovative thinking. Based on this model, a formative assessment system incorporating various tools—such as written tests, Objective Structured Clinical Examination, Mini-Clinical Evaluation Exercise, and reflective journals—was designed. The system emphasizes ability-oriented, process-based, diverse, feedback-driven, and developmental assessment principles. It is accompanied by a phased implementation plan and training for both faculty and students. This framework aims to shift the assessment focus from knowledge memorization to competency application, thereby providing a structured reference for enhancing teaching quality and students' comprehensive clinical abilities. This paper proposes a theoretical framework and implementation plan; however, its teaching effectiveness awaits verification through subsequent empirical research.

Keywords: Post competency, Pain medicine, Formative assessment, Teaching reform, Medical education

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