Analysis of the final theory examination results of pediatrics undergraduates in clinical medicine based on separation of teaching and testing
10.3760/cma.j.issn.2095-1485.2018.06.015
- VernacularTitle:基于教考分离临床医学本科生儿科学期末理论考试结果分析
- Author:
Donghong PENG
1
;
Hong TAN
;
Ziyu HUA
Author Information
1. 400014,重庆医科大学儿科学院呼吸二科
- Keywords:
Teaching-examination separation;
Undergraduate in clinical medicine;
Pediatrics;
Theoretical examination
- From:
Chinese Journal of Medical Education Research
2018;17(6):601-605
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the influence of the selecting questions from national question database on the Pediatrics theoretical examination of clinical undergraduates under the mode of teaching-examination separation. Methods to make an overall quantitative analysis of 304 test papers, selecting questions from national question database for the final pediatrics theoretical examination in the first term from 2017 to 2018, which was answered by two classes of clinical medicine students enrolled in 2014. Results From the distribution of these two classes' scores, it can seen that the frequency distribution on both sides of the average is relatively symmetrical and all of them presented normal distribution, but they are all below average and good grades are fewer. They account for 5.29% and 9.15% of the total number respectively in each class. The number of students who failed of the two classes accounts for 20.53% and 16.99% respectively. The difficulty coefficients of the total volume are respectively 0.67 and 0.69, whose overall difficulty is moderate. Moreover, the test reliability coefficients of two classes are 0.764 0 and 0.768 9 respectively. The discrimination of the total volume of these two classes are all 0.22. There are some errors for the examination papers including in multiple choice options, repetitive questions, too many ques-tions in circulatory system and questions above student current levels. Conclusion The result indicates that the testing questions show the difference of the students' ability and the reliability of the test through the overall quantitative analysis of the test. However, relatively low scores and a relatively large number of students failing the test indicate that students just stay in the old teaching and testing mode and they only master classroom knowledge. Therefore, they do not do self-learning well. Separation of teaching and testing could help to cultivate students' self-learning ability. At the same time, the quality of examination questions of the national question database and group questions should be constantly improved, which is the premise to ensure the objective reflection of students' learning ability.
