Study On Classroom-instruction Quality Evaluation In Adult Medical Diploma Education Program

Adult diploma education in medicine, as an important component of higher education in medicine in China, plays a significant role in both improving professional quality of all levels of health-care staff and promoting the development of medical care. Teaching quality of adult diploma education, which directly relates to the program level and quality of future medical talents, deserves attention from teachers and researchers. As classroom instruction now serves as the main teaching form for theory teaching in adult diploma education, evaluation of its quality were studied in this research.ObjectivesThe objetives include: To set up scientific and feasible quality evaluation system for classroom instruction in adult diploma education in medicine on the basis of scientific reasoning; To provide appraise tools and methods for quality evaluation of classroom instruction ; By implementing classroom instruction quality evaluation through this research, to obtain the conclusion of quality evaluation for classroom instruction in adlut diploma education program, which could provide basis for decision-making concerning adults'medical education in China and better exert the identifying,guiding and incentive funcuntions of the evaluation system.MethodsUsing scientific methods such as Literature Research, Delphi Method, accordoing to the theories of higher education, education management, systems science, educational measurement and assessment, we constructed this scientific and feasible quality evaluation system for classroom instruction in adult diploma education in medicine on the basis of scientific reasoning. Based on this trail assessment of classroom instruction quality evaluation for 3 higer adult diploma education institutes, correlate analysis was applied to test and verify this index system, and descriptive statistical analysis and ANOVA were used to analyse the outcome of evaluation.Results1,We find out the key criteria and weight which could be adopted by experts and students in the assessment for classroom instruction quality in adult medical diploma education program.2,This study provide a method which could make assessment quantitatively and confirm the graduation of criteria.3,Questionaries were designed in this study for both experts and students to evaluate the classroom instruction quality in adult medical diploma program.4,Comprehensive evaluation findings about classroom instruction quality is generally good in our adult medical diploma education programs, However, regional differences exist in the results of a comprehensive assessment of the quality of classroom instruction(F=18.344,P=0.021), while valuators have little infulence on the results(F=0.26,P=0.637).5,Both the reliability and valisity of the classroom instruction quality criteria are fairly good.Conclusion1,The ctriteria developed in this research for quality evaluation of classroom instruction in adult medical diploma program is scientific and feasible.2,As the criteria can be accepted by instructors, experts and students, they can be sucessful in quality identifying. Conversely, the results of evaluation can be guiding and incentive to classroom instruction.However, the subjects in this study were teachers from 3 leading medical institutes, thus classroom instruction quality assessment results could be better than the national average level. At the same time,when factors such as limited numbers of students and experts participating in the research, and time and regional restrictions are taken into consideration, it is suggested to conduct more sdudies in a larger scope for further validation of the research results.