| The evaluation of the quality of epidemiology teaching as means of fully examining the efforts to improve it is significant in the process of improving it.By this way,people can not only know the current situation and its defects of epidemiology teaching which can help developing the teaching reform and quality,but also enhance management of the teaching and promote the work of epidemiology department.This project was an exploratory research,which tried to combine teaching with basic epidemiology theory.It based on theories of educational evaluation and practical epidemiology education and explored the problems which were about evaluation of epidemiology education quality by modern teaching evaluation and the theories and method of epidemiology study.The study will lay the foundation for the epidemiology educational reform.This research includes 3 parts:Chapter 1:It explained the necessity and base of evaluation of the epidemiology teaching quality,and analyzed current evaluation of teaching quality in university and urgent to improve epidemiology teaching quality and the significance of evaluation of epidemiology teaching quality.It also demonstrated the mainstay of evaluation of teaching quality,which was the theory of evaluation of teaching quality,teaching destination system,teaching rule and medical education destination.Chapter 2:This part investigated the basic theoretical problems,such as concept,mode,purpose, function,elements,basic principle,contents and method of evaluation of the epidemiology teaching quality.It settled the foundation for systemic evaluation of the epidemiology teaching quality and provided theory for practical evaluation of the epidemiology teaching quality.Chapter 3:This part explored many interesting problems about current practical evaluation of epidemiology teaching quality and theoretical study of it,which settled the foundation for systemic study of evaluation of the epidemiology teaching quality and provided evidence for epidemiology teaching reform.â‘ We have investigated the teaching content of epidemiology in our medical university and got the sort of it by Topsis method,which can be the evidence of making teaching outline,choosing teaching emphasizes,formulating bidirection item of epidemiology testing and so on.â‘¡We have investigated epidemiology test,which settled the foundation for epidemiology test reform.â‘¢We have attempted to explore the relationship of epidemiology test score and true level of graduates majored in preclinical medicine in Shan Xi Medical University.It was not only research on evaluation method of relation between test score and true level,but also research on the relationship of epidemiology test score and true level of graduates in this university.â‘£It demonstrated the necessity of evaluating test mark quality in the epidemiology test and explored the evaluating method of test mark quality in the epidemiology test.At the same time, we investigated the evaluation of test mark quality in the epidemiology test of Shan Xi Medical University.⑤We investigated the epidemiology test score and step,index and method of evaluating examination questions,and analyzed examples.â‘¥We investigated the social evaluation of epidemiology teaching quality,provided a new evaluating method and novel idea of it.⑦This project thought the test is the conduct of teaching and test reform is the main strategy of evaluation,controlling and improving the epidemiology teaching quality to resolve the problems which exists in the current epidemiology teaching quality.It will establish test management and evaluation system suiting epidemiology department as means of improving the evaluation efficiency and quality epidemiology of epidemiology test management.Therefore,It has developed epidemiology test management and evaluation system which based on computer network,epidemiology teaching,setting the question bank,the test management,the test quality evaluation as well as the on-line test.The system may help the user to fast construct the epidemiology test and the training platform system according to own characteristics,completely and realize effective management to the test and training.Chapter 1 The necessity and evidence of epidemiology teaching quality evaluationSection 1 The necessity of epidemiology teaching quality evaluation1.1.1 The present situation of teaching quality evaluation in the universities of our countryTeaching quality evaluation in medical universities of our country is more on the teaching process and the teaching quality evaluation of all branches overall,less on the teaching quality evaluation for characteristic of discipline and teaching.However,"how is a school' education quality is mainly decided by its teaching quality of all subjects."Therefore,the universities must pay attention to the role of teaching quality evaluation in all disciplines teaching quality control and bring teaching quality evaluation which is microscopic and conforms teaching characteristics of all disciplines into overall teaching quality evaluation, and does research deeply and practice activity to insure that promotes teaching quality of all disciplines.1.1.2 The urgency of improving the epidemiology teaching quality in new situationThe epidemiology is compulsory course of the clinical medicine,the preventive medicine, the public health manage,the stomatology,the mother and child care and so on in the higher medicine colleges.Its teaching quality affects not only the quality and potential of the medical talented,especially public health talented,but also public healthy.When the world's public health domain is facing the unprecedented challenge,it is very necessary to improve the epidemiology teaching quality and ability and raise the epidemiology talented.The talented who is high quality and cross discipline can adapt society's development and actual need of disease control.1.1.3 The significance of epidemiology teaching quality evaluationMaking effective epidemiology teaching quality evaluation provides basic teaching information for leaders and the administrators in the higher medical colleges and universities.It can favor the teaching decision-making and leaders(especially department director) to find factors which influence the development of epidemiology teaching level and quality,help finding the main problems and deficiency to avoid working in blindness and at will.It can raise the epidemiology teacher teaching level and promote the teachers to develop.It can improve students' quality of epidemiology study and development in all.It may promote the theory and practice of epidemiology teaching quality evaluation to develop.Section 2 The basis of epidemiology teaching quality evaluation1.2.1 Take the education evaluation theory,the education goaltaxonomy theory as the main basisAfter more than hundred years development,the education evaluation theory has got many achievements in the objects and the theory pattern,purpose and function,method,organization and implementation of the education evaluation.These achievements are theory basis of education evaluation practice and have profound influence on it.Epidemiology teaching quality evaluation,which is a branch of modern education evaluation,must take the achievements which the education evaluation theory has got as its foundation and basis and carries out fundamental research and evaluation practice.The goal of education evaluation is the theory premise of taking education evaluation.If there is no goal,we did not know what we will appraise.So this point becomes very important for dong evaluation research.The evaluation goal and the education goal have uniformity: classification of educational objectives is not only the theory basis of education evaluation,also provide the basic goal structure for the education evaluation.The education goal taxonomy theory may use for instructing the teaching evaluation to discipline,also for instructing to appraise whether the students have achieved the teaching target.1.2.2 Taking the teaching rule as the basisThe teaching quality evaluation is the value judgement essentially for that the teaching activity with specific rule achieved certain quality requirement.Therefore,the teaching quality evaluation can not be separated from the teaching rule but take it as the basis.The teaching rule is objective existence and the knowledge about the teaching rule is develop continually,so the master of the teaching quality evaluation rule have to follow realization of it in the teaching quality evaluation.1.2.3 Take the destination of medicine education as the basisAs a fundamental compulsory course in medicine education,epidemiology teaching works for achieving it under struction of the medicine education goal.So the epidemiology teaching quality evaluation must work on the certain medicine education goal.Chapter 2 the question about elementary of theory epidemiology teaching quality evaluation2.1 The concept of epidemiology teaching quality evaluation2.1.1 Teaching quality:the situation that the teaching activity or phenomenon satisfies social requirements and the development of education objects.2.1.2 Teaching quality evaluation:Is refers to evaluate the situation that the teaching activity or phenomenon satisfies social requirements and the development of education objects based on certain teaching goal and standard.2.1.3 Epidemiology teaching quality evaluation:Is refers to evaluate the situation that the teaching activity or phenomenon satisfies social requirements and the development of education objects based on certain epidemiology teaching goal and standard.Its aim is to improve epidemiology teaching work and quality.2.2 Epidemiology teaching quality evaluation patternThis projrct proposed the epidemiology teaching quality evaluation pattern,which is teaching evaluation integration pattern,from the process.2.3 The goal and function of epidemiology teaching quality evaluationThe goal is providing accurate information about the epidemiology teaching condition to students,teachers and entire teaching system of epidemiology,to determine the direction of teaching adjustment and improvement,so that enhancing promotion epidemiology teaching quality.Teaching quality evaluation have many function,but it stresses on the diagnosis and the improvement,the guidance,the feedback and intriguing. 2.4 Essential factors in epidemiology teaching quality evaluationEssential factors in epidemiology teaching quality evaluation:Evaluation subject,evaluation object and evaluation process.2.5 The basic principle in epidemiology teaching quality evaluationThe epidemiology teaching quality evaluation follows these basic principles:integrity, direction,scientific,destination,intriguing,development,feasible,combination of evaluation and instruction,combination of qualification and quality.2.6 Constructing the guidline of epidemiology teaching quality evaluation contentQuality education is the guidline of epidemiology teaching quality evaluation content.2.7 The way of epidemiology teaching quality evaluation2.7.1 Types of educations teaching evaluation methodThey may be divided into two kinds:quantification evaluation and quality evaluation.2.7.2 Methods used in educations teaching evaluation commonly evaluationExamination,observation,talking,self-recgnization,historical law and so on.2.7.3 The possibility that use epidemiology method to develop teaching quality evaluationIt is believed that it may use epidemiology method to develop teaching quality evaluation.Chapter 3 The exploration of epidemiological teaching quality evaluationSection 1 The investigation of epidemiological course content for undergraduate students in higher medical collegeThis research is to carry out the questionnaire of the epidemiological course content in higher medical college undergraduate student at present of our country,to obtain the synthetic score and a sort of the epidemiology course content by topsis method.And to establish the foundation for the epidemiology educational reform.3.1.1 Document source3.1.1.1 Investigation purposeTo explore a new way for epidemiological course content quality evaluation and establish a selected definitive reference standard for epidemiological course content.3.1.1.2 The determination of investigating contentThis research of investigating content determination mainly divides into three steps:First step:Epidemiological course content determination.Collects higher medical colleges undergraduate student in our country of their epidemiological material and teaching outline which includes the epidemiology teaching content.And sum up it carefully,determinate its scope,parse according to chapter or section.In this investigation,we divided it into 35 chapters, each chapter has also been divided into different section.Second step:Evaluation project determination.In each chapter we set up 5 evaluation project such as the evaluation content importance,the applicability,the maneuverability,expert familiarity level in evaluation content and the evaluation judgment basis.As to the judgment basis,we divide it into 4 sub-item:the theoretical analysis,the practical experience,the colleague understands,the intuition,stature projects.Each evaluation project gives a mark by Likert 5 levels.5 scores mean the familiarity,applicability,significance,maneuverability, influence are perfect.4 scores mean these are relatively perfect.3 scores mean these are generality,2 scores mean these are not good.1 scores mean these are very bad.Third step:formulate "Higher Medical College Undergraduate student epidemiological teaching content questionnaire"3.1.1.3 Investigations objects and methodThe objects are divided into two kinds:the epidemiology teaching expert and the epidemiology practice expert.There are 16 epidemiology teaching expert respectively from 16 colleges and universities which are public health institute of Beijing University,the Chinese harmony medical college,epidemiology department of the China medical college,Tongji medical college of the Central China scientific and technical university,public health institute of the Sichuan University,public health institute of the Tianjin medical college,public health institute of the Anhui medical college,public health institute of Zhongshan University,public health institute of the Shandong University,public health institute of the Harbin medical college, public health institute of south central university,public health institute of the Jilin University, public health institute of the Hebei medical college,public health institute of the Zhejiang University,public health institute of the Zhengzhou University,public health institute of the Nanjing medical college.The epidemiology practice expert:5 directors or assistant doctors from shanxi Province disease control center,15 directors or assistant doctors from Shanxi Province disease control center of other city.Mail 36 "Higher Medical College Undergraduate student Epidemiological teaching content questionaires " to the expert,recycled 34,among 34 questionnaires 32 are effective.3.1.2 Data processing and statistical methodArrange the attained investigating data carefully,then establish the database by using SPSS statistics software.In order to obtain the synthesis score of each chapter course content,we process the date by statistical analysis through three steps.3.1.2.1 Obtaining the average score of each projects in each chapter The calculation step of the score in each chapter in 8 indexes of the importance,the applicability,the maneuverability the familiar level,the theoretical analysis,the experience,the colleague understanding degree,the intuition are the computation step is regarding each chapter, adding the score of these 8 indexes which was given by each valuator from every chapter and section,and divised the number of section,then obtained the score of each chapter and section of the valuator.Then calculate its mean,again obtain the mean of each chapter in 8 projects indexes.3.1.2.2 The reliability analysts of each evaluation projectIn order to determine the indexes of synthesis scores of each chapter,we made reliability analysts for these 8 indexes.From the analytic result we known,when remove the V8 (intuition),the Alpha(uniform coefficient)increases,moreover,the coefficient of multiple correlation of V8(intuition) and the other 7 indexes is only 0.4815,it illustrated that V8(intuition) haven't any uniformities with the others,so it should be erased.After erases V8 (intuition),the reliability analysts indicates the Alpha coefficient is always decreasing when remove any indexes.The coefficient of multiple correlation of any index exceed 0.5with the other 6 indexes.And the total Alpha=0.9128,standardized alpha=0.9168 of these 7 indexes.It indicated that the consistency is very well amongV1-V7.Therefore,we adopts V1-V7 these 7 indexes as the index to obtain the synthesis scores of each chapter.3.1.2.3 Obtaining the synthesis scores and its arrangement for each chapterUses the Topsis method and the SAS procedure to analysis these 7 indexes,obtain the synthesis scores and its arrangement for each chapter.The result of arrangement showed:the first 10 chapters in turn is:case control study,cohort study,investigative validity and cause and effect conclude,evidence-based medicine,introduce,bias and control,the epidemiological method summary and choice,descriptive study,infection epidemiology,disease distribution.The later 10 chapters arranged from the lowest is:pharmacoepidemiology,infectious diarrhea, screening,the management epidemiology,endemic epidemiology,accidental incidental epidemiology,malaria,nephritic syndrome hemorrhagic fevers,theoretical epidemiology study, molecular epidemiology.Of the total,the more typical chapter is evidence-based medicine which in the 4th place;and theoretical epidemiology is in the 27th place.3.1.3 SummaryAll sort above about higher medical colleges undergraduate student epidemiological teaching content can be used as the referenced basis for epidemiological teaching program,the teaching content and importance for teacher to select,the formulation for epidemiological examined proposition bidirectional detailed list and so on the reference.But,when refers to this sort,must considerate the epidemiological actual teaching situation of its own school,as well the educated object i.e the different characteristic of the student in the specialty,the layer of all aspects.At the same time,we also need considerate the epidemiological developing actuality and the social actual demand of that time and place.Section 2 The investigation and study on epidemiology test3.2.1 Investigations objectsThe objects are divided into two kinds:the epidemiology teaching expert and the epidemiology practice expert.There are 16 epidemiology teaching expert respectively from 16 colleges and universities which are public health institute of Beijing University,the Chinese harmony medical college,epidemiology department of the China medical college,Tong ji medical college of the Central China scientific and technical university,public health institute of the Sichuan University,public health institute of the Tianjin medical college,public health institute of the Anhui medical college,public health institute of Zhongshan University,public health institute of the Shandong University,public health institute of the Harbin medical college, public health institute of south central university,public health institute of the Jilin University, public health institute of the Hebei medical college,public health institute of the Zhejiang University,public health institute of the Zhengzhou University,public health institute of the Nanjing medical college.In sum,We sent out volume 16, collected volume 15 and volume13 was useful.The epidemiology practice expert:5 directors or assistant doctors from shanxi Province disease control center,15 directors or assistant doctors from Shanxi Province disease control center of other city.We sent out volume 20,collected useful volume 19.3.2.2 Investigations contents and statistical analysis3.2.3 Results1) From statistical analysis result about investigation of current epidemiology test situation, we can know that the ratio that the higher medicine colleges and universities established epidemiology question bank isn't big,Making standard answer for epidemiology test was already universalized and the ratio that adopting the collective way to mark papers was big. However,there is no significance statistics difference in the ways of examine test papers.Epidemiology test quality evaluation analysis was general.The epidemiology test evaluation majored in teachers and working office.13 colleges and universities refered to every test quality evaluation analysis result,when they drafted the epidemiology test paper.Some colleges did not pay great attention to the feedback of the epidemiology test quality evaluation analysis result;The epidemiology test quality analysis result has not generally used in the educational reform. 2) From statistical analysis result about the degree that expert approved epidemiology test,13 experts differ in approval degree of 4 evaluation subjects.The approval degree on the epidemiology test quality evaluation subject is all teachers,the institute,the department in turn. They thought the feedback of the epidemiology test quality evaluation analysis result was necessary,but they have different opinion on the necessity.The approval uniformity was bigger in "bigger necessity "than" very big necessity".13 experts thought it is necessary that refered to every test quality evaluation analysis result,when they drafted the epidemiology test paper, but they differ in approval degree of necessity.Bigger necessity,the biggest necessity,normal necessity is in turn.13 experts thought it is necessary to utilize the epidemiology test quality evaluation analysis result in the epidemiology teaching practice and the educational reform,but they differ in approval degree of necessity.The biggest necessity,bigger necessity,normal necessity is in turn.13 experts thought it is necessary to carry on the evaluation analysis to each epidemiology test quality,but they differ in approval degree of necessity.The approval uniformity was bigger in "bigger necessity "than" very big necessity"3) From statistical analysis result about investigation of epidemiology test result, the proportion each form of test result should account for is that theory test is 50%, the experimental test is 15%,the practice inspection is 15%,usual inspects is 10%, other inspection is 10%.75%of 32 replying experts thought that the comprehensive examination can reflect the actual level of students perfectly.From statistical analysis result about expert's advice,the mean is 0.6375(63.75%) and the standard difference is 0.07071 that reflected score of the student epidemiology actual level in the epidemiology test result at present.It is thought that the epidemiology test result can't reflect the student's epidemiology actual level very well.Section 3 Evaluation research on relationship of test score of graduates majored in epidemiology and actual level in preventive medicine institute of Shanxi medical University3.3.1 Contents and ways of investigationIn order to realize the relationship of test score of graduate majored in epidemiology and actual level in preventive medicine institute of Shanxi medical University,we randomly extracted 44 students as objects from students majored in epidemiology who worked in the department of public health and graduated during 2001-2004 in this university.The epidemiology test score is composed of the theory test score(80%) and the practice score(20%), which is obtained from the school test center.We got the epidemiological data of 44 graduates through the questionnaire survey.Managers in their departments filled questionnaire.The principal items investigated include the epidemiological practice ability,the epidemiology theory accomplishment,team-work and communication,and each item uses 5 score-system.We sent out volume 44,collected useful volume 44.3.3.2 According to the study,we set 6 variables which are epidemiology test score,the epidemiology practice ability,the epidemiology theory accomplishment,team-work, communication and the synthesizing capacity.We got 44 students' epidemiology test score from management department of test in the university.We got the data of their epidemiology practice ability,epidemiology theory accomplishment,team-work,organization and communication ability through the questionnaire survey.We got their synthesizing epidemiology capacity from synthesizing their epidemiology practice ability,epidemiology theory accomplishment, team-work,organization and communication ability.3.3.3 Statistical processing of investigation results3.3.3.1.Descriptive statistics of investigation content3.3.3.2.Withdrawing the variable of epidemiology synthesizing capacityIn order to obtain epidemiology virtual ability of graduates majored in preventive medicine in some school,we synthesized the epidemiology practice ability,epidemiology theory accomplishment,team-work,organization and communication ability into a final variable:the epidemiology synthesizing capacity which will reflect the score of them synthesisly.The basic principle of statistics synthesis for epidemiology synthesizing capacity:obtaining the synthesizing capacity by determining the weight of the 4 factors by Improved Analysis of Hierarchy Process(IAHP) and then multiplying corresponding weight and summating.The weights of the epidemiology practice ability,the epidemiology theory accomplishment, team-work,organization and communication ability are 0.38016,0.25179,0.14197,0.22608 respectively.The mean and the standard difference of the epidemiology synthesizing capacity is 3.6184 and 0.61022.3.3.3.3 Correlation analysis between variablesWe obtained the correlation coefficients of the epidemiology test sore the epidemiology practice ability,epidemiology theory accomplishment,team-work,organization and communication ability,the epidemiology synthesizing capacity using SPSS11.5 software.The results show that the correlation coefficients between the epidemiology test sore and the epidemiology theory accomplishment is 0.711,and there is statistics significance(α=0.01).The correlation coefficients between the epidemiology test sore and the epidemiology synthesizing capacity is 0.596(α=0.01).The correlation coefficients between the epidemiology practice ability and the epidemiology synthesizing capacity is 0.786(α=0.01).The correlation coefficients between the epidemiology synthesizing capacity and team-work is 0.300(α=0.05). The correlation coefficients between the epidemiology synthesizing capacity and epidemiology theory accomplishment is 0.466(α=0.01).3.3.4 Conclusion1) The mean and the standard difference of the epidemiology synthesizing capacity scores of the 44 graduates majored in preventive medicine is 3.6184 and 0.61022 in this university.2) From the correlation analysis of the epidemiology test score and the epidemiology actual level of the graduates majored in preventive medicine,we can know that the former has remarkable correlation with synthesizing capacity and theory accomplishment but hasn't significant correlation with the practice ability,team-work and the organization and communication ability.Because the epidemiology test result composed of the theory test score which accounts for a large proportion and practice inspection result which is neglected,the result can not objectively reflect student's practice ability,the team-work and the organization and communication ability.Therefore,the university has to consider the test of student's practice ability in the epidemiology test reform.On one hand,the university tests student's practice in rare time and performance on usual,on the other hand,suitably increasing the proportion of each practice test score and decreasing the proportion of theory test score in total score.3) From the correlation analysis of the epidemiology synthesizing capacity of graduates majored in preventive medicine and the 4 factors constituting it,we can know that the former has remarkable correlation with the practice ability,theory accomplishment and team-work.The student's the practice ability,the theory accomplishment and team-work are the very important parts of the epidemiology synthesizing capacity of graduates.So we must set up and implement the idea of quality education,pay attention to raise the student's theory knowledge and skill, strengthen raising practice ability and team-work spirit and improve all-around development as well.Section 4 Research of the quality evaluation for epidemiology examines test papers3.4.1 The quality of examines test papers and its evaluationAt present,there is few universities find the question and the insufficiency which exist in examines test papers by developing the quality evaluation for curriculum examines test papers to promote the quality of examine test papers in our country.3.4.2 The quality evaluation for epidemiology examines test papers of Shanxi medical university3.4.2.1 Research objects Selects a class's epidemiology examine test papers of preventivemedicine major in the Shanxi medical university as research object,the basic situation for this examines test papers as follows:1) Examination paper topic and minute value constitution:The examination paper is composed of name explained,the judgement,fill blank,brief answers and the compulating five kinds of topics,each kind of topic minute value is 20 minute,the total score is 100 points.2) The standard of examines test papers:The unification standard explicitly stipulated the test question answer standard,grades standard,the matters needing attention to.3) The way of examines test papers:The collectiveæµæ°´å¼examines test papers.4) 4 epidemiology teachers3.4.2.2 MaterialsAfter epidemiology test for a class of preventive medicine major in this college,randomly selected a class's examination papers to copy to prepare for reading again.First,after the test,the department of epidemiology organized the examine paper test work according to the school unified agreement and obtained the first collectiveæµæ°´å¼examine test papers result.In order to reduce the influence because of the teacher memory of examines test papers only then again,we organized the second examines test papers for the same papers two months after the first time according to the same procedure,the same way,the same teachers and obtained the second collectiveæµæ°´å¼to examine test papers result.3.4.2.3 Statistical analyses resultFirst topic:The mean value for the first obtained result is 17.26,the standard difference is 3.066;Again reads the obtained result The mean value for the second obtained result is 16.36,the standard difference is 3.839.After the t examination,the p value is 0.364,is bigger than 0.05.Thus,the difference between two time grades is non-statistics significance.Second topic:The average result for the second is 15.44,the standard difference is 2.485, the first one is 15.44,the standard difference is 2.417.After the t examination,the p value is 1.00, is bigger than 0.05.Thus,the difference between two time grades is non- statistics significance.Third topic:The average grades for the secondary is 16.36,the standard difference is 3.839, the first one is 17.26,the standard difference is 3.066.After the t examination,the p value for is 0.780,is bigger than 0.05.Thus,the difference between two time grades is non- statistics significance.Fourth topic:The average grades of secondary result is 16.14,the standard difference is 4.729,the first average result is 17.52,the standard difference is 4.341.After the t examination, the p value is 0.288,is bigger than 0.05.Thus,the difference between two time grades is nonstatistics significance. Fifth topic:The secondary average result is 15.56,the standard difference is 4.538,the first average result is 15.44.26,the standard difference is 4.3...
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