七年制临床医学专业诊断学试卷质量与考试结果分析

目的分析七年制临床医学专业诊断学期末考试试卷质量和考试结果，以改进教学方法，提高教学质量。方法采用试卷分析与评价指标，对青岛大学医学院2002级-2004级七年制临床医学专业诊断学期末考试试卷进行了评价，并对学生考试成绩和失分原因进行了分析。结果2002级～2004级七年制临床医学专业诊断学期末考试试卷的整体难度系数（P）分别为0．84、0．80和0．78，试卷信度（α）分别为0．60、0．61和0．64，区分度（D）分别为0．33、0．38和0．42。各年级学生平均成绩和各分数段人数比较，差异无统计学意义（F=2．754，χ^2=0．0896—5．3704，P〉0．05），各年级学生考试的优良率分别为73．3％、58．0％和56．6％。基础知识不扎实、基本概念不清是学生失分的主要原因。记忆型题的失分率分别是20．0％、19．0％和12．0％，概念型题的失分率分别是21．0％、23．0％和28．0％。结论3套试题具有良好的区分能力和可靠性，能够较好地反映学生的真实水平，对改进教学方法和提高命题水平有重要意义。

Analysis of examination paper quality and examination result of diagnostics in seven-year program clinical medical education

Objective To analyze the terminal examination paper quality and the examination result of diagnostics in seven-year program medical studnets,in order to improve the teaching methods and the teaching quality.Methods Using the examination paper analysis and the evaluating indicator,the terminal examination paper of diagnostics of seven-year program medical students in 2002-2004 grade was evaluated,the result of examination and the reasons of lost points were analyzed.Results The difficulty coefficient (P)of the examination paper of seven-year program medical students in 2002-2004 grade were 0.84,0.80 and 0.78,the degree of confidence(α)were 0.60,0.61 and 0.64,and the discrimination(D)were 0.33,0.38 and 0.42.There were no significance between the student's average result and number of difierent score in 2002-2004 grade(F=2.754,X2=0.0896～5.3704,P＞0.05),The outstanding and good rate were 73.3%、58.0%and 56.6%.It was the main reason which the students lost points that the basic knowledge had not solid and the basic concept had unclear.But the student's generalized analysis ability was stronger.The lost point rate of memory items were 20.0%,19.0%and 12.0%.The lost point rate of concept items were 21.0%.23.0%and 28.0%.Conclusions The examination paper of diagnostics in seven-year program medical students had the good separating capacity and the reliability.It could reflect student's real horizon well,and had the important significance to improve the teaching method and raised the proposition level.