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find Keyword "教学评价" 4 results
  • Reform of Student Performance Evaluation in Problem-based Learning

    The evaluation of student performance is an important but difficult part of the implementation of problem-based learning (PBL). This article introduces the background to the reform of evaluation in PBL, analyzes the principles of such evaluation, and gives a critical review of the methods applied in the reform of student evaluation in PBL, so as to help medical schools adopt practical and efficient evaluation methods.

    Release date:2016-09-07 02:12 Export PDF Favorites Scan
  • 医技专业学生医院感染控制与职业防护试卷评价分析

    【摘要】 目的 分析评估四年制医技专业医院感染控制与职业防护考试试卷的质量。 方法 应用相关试卷分析软件,对64名医技专业学生——医院感染控制与职业防护期末考试试卷进行统计分析。 结果 64名学生中,最高分为86.00,最低分为49.50,平均分为67.70,及格率为82.80%;全部学生考试成绩为49.50~86.00(67.69±8.74)分,基本在正常范围;全套试卷全客观题难度为0.69,区分度为0.15;非全客观题难度为0.68,区分度为0.22,信度为0.72。学生考试失分情况为:单项选择题19.90%、是非判析题22.90%、名词解释29.70%、简答题50.00%。 结论 此套试卷质量符合教学大纲要求;客观题比例较大,难度较高;区分度尚可,信度可靠。客观地评价了学生对此课程的掌握程度,但学生分析归纳能力需要加强。【Abstract】 Objective To examine and evaluate the final test paper of nosocomial infection control and prevention of occupational exposure for four-year medical technology undergraduate students. Methods We used paper analysis software to perform statistical analysis for the results of the final test paper of nosocomial infection control and prevention of occupational exposure for 64 students of medical technology. Results Of the 64 students, the highest score was 86.00, the lowest score was 49.50, and the average score was 67.70 with a passing rate of 82.80%. The test scores were between 49.50 to 86.00 (67.69±8.74), presenting a normal distribution. The difficulty degree of items with all objective questions was 0.69 with a discrimination of 0.15; and the difficulty degree of other items was 0.68 with a discrimination of 0.22 and a reliability of 0.72. The rates of point loss in the examination were 19.90% for single choice questions, 22.90% for true or false analysis, 29.70% for glossary, and 50.00% for questions demanding for brief answers. Conclusion Overall, this set of papers is consistent with national teaching guideline with a large proportion of relatively difficult objective questions. The discrimination and reliability are acceptable in evaluating students’ ability objectively. However, students’ capacity of analyzing and summarizing still needs to be strengthened in the future.

    Release date:2016-09-08 09:24 Export PDF Favorites Scan
  • A knowledge, attitude and practice survey on the entrustable professional activities of general practitioner residents by clinical teachers in the context of medical-educational collaboration

    Objective This study aimed to explore the characteristics and deficiencies of the current standardized training evaluation system for general practitioners (including professional master’s degrees), analyze the awareness and attitudes of teaching physicians toward entrustable professional activities (EPAs), and to explore feasible solutions for establishing an EPAs evaluation and assessment system for general practitioners in training. Methods This study used a questionnaire survey to investigate 158 clinical teaching professionals, analyzed the current status of the standardized training evaluation system for general practitioners, and explored the level of understanding and opinions of teaching physicians on EPAs. Results Currently, there were many assessments for trained general practitioner residents, but there were problems with excessive formalization, single assessment methods, and a focus on written assessments. The recognition rate of EPAs among preceptors before training was only 15.9%, which increased to 71.51% after training. The EPA system could improve understanding and facilitate rapid implementation in the short term (P<0.001). While recognizing the concept of EPAs, preceptors also suggested simplifying the EPA system. Conclusion To address the shortcomings of the current standardized training evaluation system for general practitioners, targeted work should be carried out to design EPAs for professional confidence behaviors. A concise and practical EPAs evaluation system should be established for general practitioners. In addition, teaching staff should be trained and educated on EPAs to improve their teaching competence and ensure the output of general medical education.

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  • A survey on the demand for entrustable professional activities (EPAs) in the standardized training of general practitioners in the context of medical and educational collaboration

    ObjectiveUnder the background of standardized training for general practitioners (including professional master’s degree in general practice), this study aimed to explore a feasible scheme for establishing an evaluation and assessment system for entrustable professional activities (EPAs) for general residency training based on the current application status and objective demands of EPAs by clinical teaching physicians. MethodsA questionnaire survey was conducted among 158 clinical teaching physicians to analyze the current evaluation system for standardized training of general practitioners, as well as their understanding and suggestions on EPAs. ResultsCompared with the emphasis on medical knowledge and skills, the humanistic care, represented by medical ethics education, was found to be insufficient in the standardized training of general practitioners. Regarding actual demands, the order of importance of EPAs by teaching physicians was as follows: standardization (93.04%), objectification (93.04%), multidimensionality (92.41%), lightness (90.51%), and diversity (86.04%). ConclusionAn EPA system for professional confidence based on the actual demands of standardized training for general practitioners in China should be designed to address the shortcomings of humanistic education. This system will improve the teaching competence of faculty and guarantee the output of general medical education.

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