项目反应理论在基础医学综合测试免疫学试题中的应用

目的与医学整合教育相适应的综合测试可以评估学生学习情况,评价教学改革效果。鉴于综合测试的特性,本课题拟通过运用项目反应理论分析基础医学综合测试免疫试题的方式,试说明该理论在医学测试方面的应用方法,阐述其在医学综合测试质量控制方面的作用和意义。方法使用在线项目反应理论(e-irt)软件和SPSS软件分析6年间基础医学综合测试180道免疫学试题,测算出各项参数,进行等值处理,绘制特征曲线和信息函数曲线。结果基础医学综合测试免疫学试题信度较好,但难易度、区分度多低于试卷整体水平;各年度间试题参数、考生能力有差异;部分免疫学试题没有达到理想标准,需要分析原因。结论整合后我校学生对于免疫学知识掌握情况良好。项目反应理论通过同一尺度比较不同年度的试卷、试题、考生能力,可以发现试题、教学、考生存在的问题;提高命题质量;有助于建设标准化试题库。

Application of item response theory to immunology test questions from the comprehensive test of basic medicine

Objective The comprehensive test is adaptable to medical integration education and is an effective way to evaluate students’ performance and assess the effects of teaching reform. Given the special characteristics of the comprehensive test, this paper is designed to apply item response theory to immunology test question analysis in the comprehensive test of basic medicine, illustrating the method of applying the theory to the medical test evaluation and elaborating its role and significance in quality control of medical comprehensive test. Methods The software e-irt and SPSS were used to analyze 180 immunology test questions from the comprehensive test of basic medicine for six years. All parameters were calculated and then equated to produce characteristic curve and information function curve. Results The immunology test questions from the comprehensive test of basic medicine was of high reliability, but of lower difficulty value and discrimination value than the overall level of the comprehensive test paper. The test parameters and examinees’ ability showed significant differences among the six years. The quality of certain immunology test questions did not meet the ideal standard, which is required to be analyzed. Conclusion Medical integration education facilitates the process of our students acquiring immunology knowledge. The item response theory can be effectively applied to comparing the papers, questions and examinees’ abilities among the years on the same scale, thus presenting the existing problems in terms of question quality, teaching process and examines’ abilities, improving the quality of test questions, and facilitating the establishment of a standardized examination database.