中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (5): 749-752.DOI: 10.3760/cma.j.issn.1673-677X.2017.05.024

• 医学教育评估 • 上一篇    下一篇

应用优序图法确定医学本科生一般能力评价指标体系的研究

刘小康, 蔡景一, 王海俊   

  1. 100191 北京大学公共卫生学院2014级公共卫生专业硕士研究生(刘小康),医学部教育处(蔡景一),公共卫生学院妇幼卫生学系(王海俊)
  • 出版日期:2017-05-01 发布日期:2020-12-09
  • 通讯作者: 王海俊, Email:whjun1@bjmu.edu.cn
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年立项课题(2016A-PG001)

Using precedence chart to determine index of medical undergraduates' general ability

Liu Xiaokang, Cai Jingyi, Wang Haijun   

  1. Master Degree Candidate, Grade 2014, Public Health, School of Public Health, Peking University, Beijing 100191,China (Liu XK);
    Department of Education, Peking University Health Science Center, Beijing 100191,China (Cai JY) ;
    Department of Maternal and Child Health,School of Public Health, Peking University, Beijing 100191,China (Wang HJ)
  • Online:2017-05-01 Published:2020-12-09
  • Contact: Wang Haijun, Email:whjun1@bjmu.edu.cn

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摘要： 目的 应用优序图法确定医学本科生一般能力评价指标体系的权重,为量化评估医学生一般能力水平提供依据。方法 采用德尔菲法和优序图法,邀请相关领域的专家对指标的权重进行评价,回收数据后使用SPSS 20.0软件进行统计分析。结果 指标体系包括人文关怀能力、人际沟通能力、自主学习能力、团队合作能力、批判性思维能力和信息获取与应用能力6个一级指标、25个二级指标,所有指标的重要性评分皆大于4分,标准差小于1,变异系数小于0.25。一级指标权重最大的是人文关怀能力,最小的是信息获取与应用能力。权重最大的二级指标分别是关怀责任意识、理解能力、自我动机信念、合作意识、发现问题能力和信息获取能力。结论 以优序图法确定指标体系的权重是可行的,能够为量化评估医学本科生的一般能力水平提供依据。

关键词: 优序图法, 医学本科生, 一般能力, 评价指标体系

Abstract: Objective The study aimed to determine the index weight of medical undergraduates' general ability evaluation indicator system, provided a reference to evaluate the general status of medical undergraduates.Methods The study adopted Delphi method and precedence chart method, experts in the closely related areas were invited to complete one self-designed questionnaire and software SPSS 20. 0 was used for statistical analysis finally.Results The indicator system included six first-level indicators: humanistic care ability, interpersonal skills, independent learning ability, team cooperation ability, critical thinking skills and obtaining and applying information ability. There are 25 secondary indicators. The average scores of all indicators were greater than 4, the standard deviation less than 1, the variation coefficients less than 0.25,and the full mark rate greater than 20%. When using precedence chart method to calculate the weight of the indicators, the largest of first-level indicators was the humanistic care ability, and obtaining and applying information ability was the least. The largest weight indicators of secondary indicators were caring responsibility consciousness, understanding ability, self-motivational, cooperation consciousness, the ability to find problems, and access to information.Conclusions Using precedence chart method to calculate index weight was scientific. The system might be useful in evaluating the general ability of medical undergraduates.

Key words: Precedence chart method, Medical undergraduate, General ability, Evaluation indicator system