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<p>Innovation literacy is a critical competency for medical students, yet existing research lacks precise measurement tools. This study aimed to develop a scientific, practical indicator system for evaluating Chinese medical students’ innovation literacy and assess their current level. Using the Delphi expert consultation method, we established an indicator system comprising 3 primary indicators, 6 secondary indicators, and 19 specific items, with weights calculated via the Analytic Hierarchy Process (AHP). A stratified sampling on-site survey was conducted among 584 medical students in Yantai, with data analyzed through descriptive analysis, <i>t</i>-tests, ANOVA, and multiple linear regression. The overall innovation literacy score was 3.16±0.79, significantly influenced by age, grade, and professional category (P &lt; 0.05): older and higher-grade students performed better, while those majoring in medicine and medical engineering outperformed peers in medical management. The indicator system demonstrates scientific weighting and credible results, providing a solid basis for evaluating medical students’ innovation literacy. It highlights the role of innovative thinking andoffers practical guidance for curriculum reform, resource allocation, and faculty development, with policy relevance and replicability across higher education contexts.</p>

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Construction of innovation literacy indicator system for medical college students and analysis of current situation based on a cross-sectional observation in China

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月5日

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  • Ronghang Liu,
  • Xiuqing Li,
  • Chuyun Liu,
  • Meijing Yang,
  • Zhang Cao,
  • Surong Zhao,
  • Xiaoqian Shao,
  • Wanru Zhao,
  • Yitong Jiang,
  • Haozheng Wang,
  • Guangcheng Wang,
  • Chunlei Han

摘要

Innovation literacy is a critical competency for medical students, yet existing research lacks precise measurement tools. This study aimed to develop a scientific, practical indicator system for evaluating Chinese medical students’ innovation literacy and assess their current level. Using the Delphi expert consultation method, we established an indicator system comprising 3 primary indicators, 6 secondary indicators, and 19 specific items, with weights calculated via the Analytic Hierarchy Process (AHP). A stratified sampling on-site survey was conducted among 584 medical students in Yantai, with data analyzed through descriptive analysis, t-tests, ANOVA, and multiple linear regression. The overall innovation literacy score was 3.16±0.79, significantly influenced by age, grade, and professional category (P < 0.05): older and higher-grade students performed better, while those majoring in medicine and medical engineering outperformed peers in medical management. The indicator system demonstrates scientific weighting and credible results, providing a solid basis for evaluating medical students’ innovation literacy. It highlights the role of innovative thinking andoffers practical guidance for curriculum reform, resource allocation, and faculty development, with policy relevance and replicability across higher education contexts.