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目的通过分析“3+2”助理全科医师培训临床综合课程2014级结业考试试卷答题结果,寻找不同教学单位之间产生教学效果差异的原因并提出改进措施。方法通过比较6家教学单位学员对同一套试题的答题正确率,找出不同教学单位学员考试成绩的得分点,依据不足之处面向各教学单位及授课教师发出《教师教学问题整改建议书》。结果本次试卷50道客观试题中有20道试题各教学单位之间出现较大差异,其中2~3家教学单位有9道试题学员答题正确率较平均正确率低;3~4家教学单位有4道试题学员答题正确率较平均正确率低;4家教学单位有3道试题学员答题正确率较平均正确率低;1家教学单位有2道试题学员答题正确率较高;有2道试题所有教学单位学员答题正确率均较低。所有教学单位及授课教师均对《教师教学问题整改建议书》给予答复,并探讨出现问题的原因,包括:教师教学能力不足、教师对于教学大纲以及教学课件的理解能力缺乏、课程(疾病)临床少见、学员对基础知识掌握不牢固等。结论为促进不同教学单位在相同教学课程之间的教学水平统一提高,采用试卷分析方式可以提供相对客观的依据,并可能发现重点问题。
Objective To find out the reasons for the differences in teaching effectiveness among different teaching units and to propose the improvement measures by analyzing the answers to the “3 + 2 ” assistant general practitioners training clinical comprehensive course 2014 graduation examination papers. Methods By comparing the accuracy rate of the six teaching units in answering the same set of questions and finding out the scores of test scores of students in different teaching units, we issued a “Proposal for Rectification of Teachers’ Teaching Problems” for all teaching units and lecturers based on the inadequacies. Results There were 20 test questions in 50 objective questions in this paper. There were big differences among the teaching units, of which 9 students in 2 ~ 3 teaching units had correct answer rate lower than the average correct rate; 3 ~ 4 teaching units There are 4 questions students answer the correct rate is lower than the average correct rate; 4 teaching units have 3 questions students answer the correct rate is lower than the average correct rate; 1 teaching units have 2 questions students answer the correct rate is high; there are 2 Test questions of all teaching units students correct rate is lower. All teaching units and lecturers provided responses to the Rectification Proposal for Teachers ’Teaching Problems and discussed the reasons for the problems. These include: lack of teaching ability of teachers, lack of teachers’ ability to understand syllabus and courseware, and clinical (disease) clinical Rare, students do not grasp the basics and so on. Conclusion In order to promote the unity of teaching level among different teaching units in the same teaching curriculum, the paper analysis method can provide a relatively objective basis and may find key issues.