Application of case-introduced papers in Clinical Comprehensive Course graduation test for "3+2" assistant general practitioners training of two batches / 中华医学教育探索杂志

ABSTRACT

Objective:To analyze the design and test results of case-introduced papers in Clinical Comprehensive Course graduation test for assistant general practitioners of batch 2015 and 2016, so as to provide references for enhancing the comprehensive abilities of students to analyze clinical problems during training.Method:Brief cases were introduced to part of the questions in the paper. The difficulty coefficient of the paper and the degree of distinction and reliability of the test results of students in the two batches were calculated and analyzed, and the results of their answers to different questions (single choice questions & brief case-introduced questions) were compared. SPSS 15.0 was used to perform chi-square test or t-test. Results:①The test papers for the two batches and the two parts in the papers all conformed to the testing purpose and have achieved the objective of training. The difficulty coefficient of the paper and the distinction and reliability degrees of the results were all reasonable. ②There was a statistically significant difference in the difficulty coefficient of the single choice questions in the papers of the two batches ( P<0.05), but no significant difference in the brief case-introduced questions ( P>0.05). ③There was no statistical difference in the difficulty coefficient of test questions in the two papers ( P>0.05), but a statistically significant difference was found in the difficulty coefficient of brief case-introduced questions ( P<0.05). ④There was a significant difference in the average scores of students in the two batches ( t=8.18, P<0.01) and in the frequency distribution of each fraction frequency in the "single choice question" ( P<0.01), but no difference in the frequency distribution of brief case-introduced questions ( P>0.05). ⑤There was a significant difference in the average scores of single choice questions of students in the two batches ( P<0.01), and no statistically significant difference in the average scores of brief case-introduced questions ( t=1.22, P>0.05). Conclusion:Students of batch 2015 and 2016 accepted the "brief case-introduced questions". These questions requires students with greater abilities, thus can effectively distinct their training outcomes. Generally speaking, introduction of cases in the teaching of assistant general practitioners has made great achievements.