以疾病为中心的龋病学融合课程试卷分析  

Analysis of examination papers for disease centered integration courses of clinical cariology

作　　者：刘杰[1] 郑树国[2] 王晓灵[3] 罗海燕[4] 夏斌[5] 陈霄迟[6] 王晓燕[7] 董艳梅[7] 高学军[7] 司燕[2] 

机构地区：[1]北京大学口腔医学院教育处,100081 [2]北京大学口腔医学院口腔预防科,100081 [3]北京大学口腔医学院中心实验室,100081 [4]北京大学口腔医学院口腔病理科,100081 [5]北京大学口腔医学院儿童口腔科,100081 [6]北京大学口腔医学院口腔生物学教研室,100081 [7]北京大学口腔医学院牙体牙髓科,100081

出　　处：《中华医学教育杂志》2017年第3期474-478,共5页Chinese Journal of Medical Education

摘　　要：目的了解龋病学融合课程临床龋病学考试命题现状，以提高试卷命题质量，促进教学质量的提高。方法对北京大学口腔医学院3届八年制口腔医学专业学生的162份临床龋病学试卷进行了试卷结构和质量分析。结果学生考试成绩良好；3届试卷结构不够稳定，试卷中主客观题比例相差较大；试卷难度和信度尚可，试卷区分度略低，其中简答题和论述题区分度最低。结论3届学生临床龋病学考试结果基本可信。今后命题时需适度提高试卷的区分度，并在教学和试卷中体现“融合”特点，引导学生多学科思考。进一步探索试卷中融合题目的比例，改变命题和阅卷形式，建立题库，并提高综合应用题目所占比重。Objective By analysis of examination papers , the objective was to summarize effects of ＂integration of muhidiseipline course of cariology＂ on teaching and learning, for further improving the teaching quality. Methods Analysis of final test papers of clinical cariology for consecutive classes of eight-year pro- gram students major in stomatology of grade 2010-2012 in Peking University School of Stomatology. Results Students have good scores with a normal distribution. However, the structure consistence among the examination papers for consecutive classes was not well consistent, and proportion of the subjective item and objective item were not well balanced . The item difficulty and reliability was well designed, but the item discrimination index was lower. Conclusions The result of examination paper of three consecutive years is basically reliable, but the discrimination index should be improved moderately, in order to reflect the ＂integration＂ characteristics, and guide the students to the muhidisciplinary thinking. Therefore, it is necessary to further explore the proportion of the integration topic in the examination paper, change the form of proposition and paper marking, establish the question bank, and improve the proportion of comprehensive application topics.

关 键 词：以疾病为中心 龋病学 融合课程 试卷 分析 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]