运用教育测量学原理和方法评价医学统计学教学的效果  

Evaluation of results of medical statistics teaching with educational taching principle and method.

作　　者：石武祥[1] 章丽娟[1] 杨庭仕[1] 

机构地区：[1]大理学院公共卫生学院流行病与卫生统计学教研室,云南大理671000

出　　处：《中国热带医学》2007年第2期316-318,共3页China Tropical Medicine

基　　金：大理学院重点建设课程(NO:2004X001)

摘　　要：目的探讨运用教学测量学的原理和方法评价教学质量和效果，为制定相关教学方法提供依据。方法选择大理学院03级预防医学专业和04级医学研究生的医学统计学期末考试成绩，并对其试卷的难度、区分度、信度等内容进行分析。结果平均成绩为74．18，标准差为12．27，呈近似正态分布；信度系数在0．41，0．64之间；难度系数较高的是上机计算分析题（0．46）和综合分析题（0．51）；难度系数较低的是单项选择题（0．87）和填空题（0．84）；区分度系数较低的是填空题（0．15）和单项选择题（0．20），其余的区分度都〉0．4；失分较高的是上机计算分析题（34．30％）、综合分析题（32．61％）。结论试题难度适中、区分度和信度都好，能显示学生掌握的水平和学习效果。Objective To evaluate the effect of teaching of medical statistics and provide evidence for further teaching reforms. Methods The difficulty and discrimination and reliability coefficient of the final examination paper and items were calculated respectively, the scores of the final examination were analyzed regarding medical statistics for year 2003 students majoring in preventive medicine and year 2004 medical postgraduate, by utilizing the principle and methods of educational metrology. Results The scores showed a normal distribution. The mean wass 74.18, SD was 12.27. The range of reliability eoeitieient of the test items was 0.41 - 0.64. The higher difficulty coefficients were those of comprehensive items and calculating and analyzing items, which are 0.46 and 0.51, respectively. The lower difficulty eoeffieients were those of choice items and eloze items （0.87 and 0.84）. The lower discrimination coefficients were choice items and eloze items （0.15 and 0.20）. The others are more than 0.4. The items which lost more mores were comprehensive items and calculation and analysis items （34.30% and 32.61%）. Conclusion The diffieuhy of this test is moderate and the discrimination is perfect and thus it is reliable and scores are relatively higher.

关 键 词：教育测量学 医学统计学 试卷质量 考试成绩 教学改革 教学效果 

分 类 号：O213[理学—概率论与数理统计]