ABSTRACT
By compiling the practice set of "brief problem examples", we continue to advance case-oriented teaching in the "3+2" assistant general practitioner training "clinical comprehensive course". However, we have found that 10.7% of the questions provided by the instructors are still concerned with large-scale equipment, and operation methods etc., suggesting that parts of the teachers' consciousness in general medicine is still urgent to be enhanced. According to the analysis of the graduation test results of the students of Grade 2015, it is obvious that the average scores of the students after the examination reform have not been significantly affected. The questionnaire survey shows that most of the teachers and students think that it is of positive significance to adopt a "brief medical record problem", and 91.5% of the teachers and 81.7% of the students do not affect the examination paper form and do not affect the answers. As for the compiled 1 exercises, 86.6% of the teachers and 67.8% of the students agreed. In view of the supple-mental effect of the form of "brief medical record problem" to case introduction teaching, it is necessary to compile the exercise set suitable for this course and apply it to specific teaching activities.
ABSTRACT
Objective Based on the objective test (A type) results of the 2014 comprehensive clinical course graduation test of 3+2 assistant general practitioners training,this article analyzed the differences between different teaching units,so as to provide objective basis for improving the teaching level of each unit.Method We established a database with EXCEL 2000,and put each question's ID and points,and the score of each student into the computer,so we could get the difficulty coefficient,distinction degree and reliability of the test paper,and calculate the difficulty coefficient and difference of each question.Then we analyzed the difficulty coefficient,the difference and the reliability of the 122 students' testing results,and compared the accuracy to the same question of the 6 teaching units.Result The objective test's (A type) difficulty coefficient is 0.77,distinction degree is 0.19,and reliability is 0.99.The highest score of the 122 students is 47 points,and the lowest score is 28 points,the average score is (38.5 ± 3.9) points.In the 50 questions,3 questions' difficulty coefficient is less than 0.4,14 questions' difficulty coefficient is between 0.4-0.7,33 questions' difficulty coefficient is above 0.7,so the difficulty degree of the paper is relatively low.In the 50 questions,23 questions' distinction degree is less than 0.15,17 questions' distinction degree is between 0.15-0.30,10 questions' distinction degree is above 0.30,so the distinction degree of the paper is relatively high.In the 50 questions,20 questions' accuracy appears larger differences between each unit:9 questions' accuracy has decreased significantly among 1-2 units,4 questions' accuracy decreased significantly among 3 units,3 questions' accuracy decreased significantly among 4 units,only 1 unit has high accuracy among 2 questions,and 2 questions' accuracy decreased significantly among all units.These problems are related to the teachers' teaching ability,the difficulty in mastering the key points of the curriculum,the lack of the concept of the general practitioners training.Conclusion The design of the examination paper is basically in line with the study purpose and the objectives of the training course.This examination paper was highly reliable,and suitable for the professional theory and ability test.There are site differences between each unit,which can provide an objective basis for improving the teaching level of different teaching unit,and we will solve the problems in the form of collective preparation next step.