A new method of evaluating learning, combining the 2 categories of knowledge/skills and attitude, has been introduced into the course on preventive medicine and community health. The goal was to improve student attitudes towards learning. In this article, our five years' experience from 1989 to 1993 is reported and follows a previous similar study from 1986 to 1988. This time, the records of 3 of 490 students were judged to be inadequate for promotion to the next grade. Although one-half of the students agreed with this method of evaluation, 15 % disagreed. The usefulness ofthis new method is discussed, based on our results.

In addition to the conventional Knowledge Skill Scale (K. S scale) evaluated by examinations and reports, the Attitude Scale (AT scale) has been introduced for the final summative eavaluation in the public health course, in order to make medical students learn the importance of social manners as doctors; for example, punctuality in completing the report assignment and participation in obligatory seminars.
The authors observed that after introduction of the AT scale, the students' AT scales improved during the next three years. The proper role of the introduction of the two -dimensional criteria (K. S scale and AT scale) in the public health course is discussed.

In our university, the 5 th and 6 th years medical students receive the MCQ type examination twice a year, in Internal Medicine, Surgery, Pediatrics, Obstetrics and Gynecology and Public Health.
The authors determined the validity of each question about public health (total 130 questions, 1984-1988) according to the percentage of correct answers and the phi coefficient. The results were as follows: 1) With most of the questions, the 6 th year students showed a higher percentage of correct answers and phi coefficient, than the 5 th year students. 2) Most of the questions with a low percentage of correct answers showed a low phi coefficient. 3) The authors analyzed the content and answer pattern of questions with both a low percentage of correct answers and a low phi coefficient, and found to typical reasons for these results, that is, students' lack of knowledge and an inappropriate question. Generally speaking, a question with both a low percentage of correct answers and a low phi coefficient is considered an inappropriate question. Our results showed that in some cases the students' lack of knowlege was responsible for both low figures. It is essential for the teaching staff to determine the validity of the MCQ type examination that they make by means of this kind of analysis.