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。
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.
[1] 顾明远. 教育大辞典(简编本)[M]. 上海:上海教育出版社, 1999:341-343.
[2] 车文博. 实用教育辞典[M]. 长春:吉林教育出版社, 1989:520-521.
[3] 倪少凯. 7种确定评估指标权重方法的比较[J].华南预防医学,2002,28(6):54-55,62.DOI:10.3969/j.issn.1671-5039.2002.06.022.
[4] 阎小妍, 孟虹, 汤明新. 综合评价中不同赋权方法的比较探讨[J].中国卫生质量管理,2006,13(4):58-60. DOI: 10.3969/j.issn.1006-7515.2006.04.022.
Yan XY, Meng H, Tang MX.Comparison and discussion about different weight methods of comprehensive evaluation[J].Chinese Health Quality Management,2006,13(4):58-60. DOI: 10.3969/j.issn.1006-7515.2006.04.022.
[5] 黄孟藩. 实用决策新技术[M]. 贵阳:贵州人民出版社, 1988:1-39.
[6] 曹望楠, 蔡景一, 常春. 优序图法在确定高等医学院校教师教学能力指标体系权重中的应用[J].中华医学教育杂志, 2014, 34(3):381-383. DOI: 10.3760/cma.j.issn.1673-677X.2014.03.017.
Cao WN, Cai JY, Chang C. Using precedence chart to determine index weight of faculty's teaching ability in medical schools[J].Chin J Med Edu,2014,34(3):381-383.DOI:10.3760/cma.j.issn.1673-677X.2014.03.017.
[7] 戴一鸣, 乔旺忠. 德尔菲法、优序图法建立课堂教学评价指标体系的研究[J].中医教育,2011,30(5):8-11. DOI: 10.3969/j.issn.1003-305X.2011.05.003.
[8] 曹望楠. 医学院校教师教学能力指标体系的构建[D]. 北京:北京大学医学部,2013.
Cao WN. Constructing the index system to evaluate teaching competence in medical school teachers [D].Beijing:Peking University Health Science Center,2013.
[9] 厉岩, 文历阳. 优序图法在教育评估中的应用[J].中国高等医学教育,1996(5):29-31.
[10] 金新政, 厉岩. 优序图和层次分析法在确定权重时的比较研究及应用[J].中国卫生统计,2001,18(2):119-120. DOI: 10.3969/j.issn.1002-3674.2001.02.023.
[11] 张丝艳,俞赤卉,沈燕君,等. 医学生自我调节学习能力调查表的编制与信效度检验[J].中华医学教育杂志,2015,35(2):227-232.DOI:10.3760/cma.j.issn.1673-677X.2015.02.021.
Zhang SY, Yu CH, Shen YJ, et al. Development and reliability and validity tests of the medical student's self-regulated learning questionnaire[J].Chin J Med Edu,2015, 35(2):227-232. DOI: 10.3760/cma.j.issn.1673-677X.2015.02.021.
[12] 美国中华医学基金会.全球医学教育最低基本要求[J]. 医学教育, 2002(4): 23-25.
