The Comprehensive Quality Evaluation Of Clinical Teaching For Seven-year Medical Students

The mode of seven-year education for senior medical students is a unique Chinese one and its ultimate goal is to foster masters of clinical medical science. A new and stricter requirement of students'abilities is put forward in terms of clinical practice, thoughts of scientific research, acquirement of medical knowledge and comprehensive application of foreign languages, to which a managerial process of clinical teaching should adapt. Clinical teaching is a crucial link in improving students'comprehensive ability and promoting the combination between in-class learning and clinical application, the quality of which has a direct impact on the ability gained in clinical practice. However, the current research on quality evaluation of clinical teaching for seven-year students is still not enough. Therefore, the construction of the indicator system of the comprehensive quality evaluation of clinical teaching for seven-year medical students and its application have important meanings in understanding the influential factors of clinical teaching quality objectively, improving the quality of clinical teaching and its management, and attaining the goal of seven-year education. Procedures and Methods: To solve the problem, our research was carried out based on the facts from documents, student symposium and seven-year clinical teaching practice. An indicator system of comprehensive quality evaluation of clinical teaching for seven-year medical students was drafted in order to identify the method, goal and content of the research; the above-mentioned indicator system was revised and perfected through 2 rounds of consultation by 30 experts from 7 universities with methods of work breakdown structure (WBS), classification & combination, Analytical Hierarchy Process (AHP), and expert ordering, etc.; a related comprehensive quality evaluation scale was finally designed to apply to the teaching practice. With the established fuzzy mathematics model, the data received in evaluation were summarized, and the reliability of evaluation result and the concordance within indicators were tested. Results: 1. Our research had established 3 sets of evaluation indicator system of clinical teaching for expert, student and teacher use respectively, providing an advanced and pragmatic evaluation tool for the seven-year clinical teaching. The 3 sets of evaluation indicator system were proved to be scientific in application. 2. The weights of different levels of indicator were determined. They were good reflections of the characteristics of seven-year clinical teaching, which ensured the accuracy of the evaluation results. 3. A corresponding comprehensive quality evaluation scale was then designed according to the indicator system. The scale was highly workable and could be accepted by teachers, students, experts and administrators in the practice. 4.build up the assesspnent information and the mathematic moder in all, which make sure the accunity of the result of the assessment. This research provides a set of effective methods for the comprehensive quality evaluation of clinical teaching for seven-year medical students. What's more, it is a good reference to evaluations of other modes of education, especially the evaluation of ongoing eight-year clinical teaching.