Research On Developmental Evaluation System Of Humanistic Quality For Medical Students

The"outline of middle and long-term education reform and development"promulgated in 2010 shows clearly that persisting in people-oriented theory and promoting quality education are the strategic themes of educational reform and development, the core of which is to solve the problems of cultivating what kind of people and how to cultivate people. This puts forward new demands for the medical personnel training in 21st century. The medical colleges had done a large mount of work to promote the humanistic quality education for medical students facing bio-medical model converting to"biological-psychological-social-environment"medical model in 21st century as well as the actual condition of lacking in medical education innovation and humanistic spirit of medical students, which were embodied in the work to further strengthen the faculty construction, reform curriculum model and advance culture construction on campus. The aim is to making breakthrough in quality education for medical students concerning their cognition, emotion, attitude and other aspects. However, a complete, scientific and reasonable assessment system is being short of to properly assess the outcome of humanistic quality education in recent years.The priority of this research is to develop a scientific and reasonable assessment system to evaluate the humanistic quality of medical students. The establishment of this system is not only the forceful measure to test the effectiveness of quality education but also a useful attempt to do emotional evaluation for medical students. Firstly, we set out the background and significance of the subject topics and described the theories related to the developmental evaluation system of humanistic quality for medical students.Secondly, administrators in hospitals,schools and medical students were enrolled as objects of the research. The Delphi method (Delphi) was adopted to do expert opinion concentration analysis and expert reliability analysis. Four first-grade indicators (humanistic knowledge, humanistic methods, humanistic thought and humanistic spirit), 10 second-grade indicators and 27 third-grade indicators for medical student humanistic quality evaluation were established through conducting questionnaires. Then,empirical research was conducted based on the developmental evaluation system of humanistic quality for medical students in two medical university in Chongqing (Third Military Medical University, Chongqing Medical University).The evaluations from one's own self and others were both included to ensure a multi-angle evaluation of humanistic quality for medical students.Meanwhile,route analysis on human factors was applied to find existing problems and do feedback to the evaluators. Re-evaluation was implemented to test whether the expected results were achieved and whether the results were objective and accurate. Finally, taking in to considerations of the actual situation of humanistic quality education in medical colleges,we proposed some advices and suggestions for enhancement from five aspects,in the hope of improving the education quality of medical personnel in new era.Aiming at promoting the education development and centering on education evaluation criteria, the development evaluation is an education evaluation program focusing on target changes, evaluation process and feedback. Its ultimate goal is to promote the education development and realize the formative evaluation for teaching targets. Its advantages are making reward and punish as mechanism and ultimate goal, emphasizing on evaluation process and feeding back timely. This research uses the development evaluation model to assess the humanistic quality of medical students.The main conclusions of this research:First, the developmental evaluation system of humanistic quality for medical students was established and each indicator received the its weight. This evaluation system is different from the those evaluation systems for students before, its value is embodies in the following three aspects: firstly, the system is focus on possessing humanistic knowledge in a multi-angle and multi-level manner and gradually it is extended to the ideas and methods embodied in the humanistic knowledge and ultimately it evaluates the higher emotional level of the human spirit, striving to reflect the overall aspects of medical students. Secondly, this evaluation system combined qualitative analysis with quantitative analysis and included decision-making factors of experts, administrators and student; therefore it can avoid the subjective defined of the indicator weight. Thirdly,through the weight calculated by this system, you can easily do self-evaluation combined with his assessment to evaluate the humanistic quality of medical students. Meanwhile, the results of various evaluation methods can be analyzed statistically, with strong objectivity and fairness.Second, empirical study was conducted in two medical universities in Chongqing. We found that the humanistic quality of the medical students in high, the overall situation is good. The humanistic quality of junior students in general is better than those in the freshman year. The three years of university study plays an important role in improving the humanistic quality of medical students, thus enhancing the humanistic quality education is an indispensable part of higher medical education. The indicator value of humanistic quality among medical students with various majors is still high, indicating that humanistic quality education is effective and achieved very good results. But we should educate and guide students according to their majors, since the indicator value between different majors is different. Through doing route analysis on the first grade indicators (humanistic knowledge, humanistic methods, humanistic thought and humanistic spirit) of this developmental evaluation system, we found that the four indicators are useful in assessing the humanistic quality of medical students.Third, Re-evaluation was implemented to test whether the expected results were achieved. The results showed that this evaluation has been recognized by administrators and students and the conclusions summarized were in consistent with those of empirical study. The promoting effect of this evaluation is generally believed to be great and the evaluating results are scientific and accurate. Thus, the developmental evaluation of humanistic quality for medical students is completed.