Quality Evaluation System On PBL For Medical Graduate Education

Purpose:Problem based learning (PBL) is on the initial stage of the exploration of the medical postgraduates teaching. In order to provide a scientific basis for the further development of PBL in the domestic medical postgraduates'education, a teaching quality evaluation system on PBL for medical postgraduates with multiple hierarchy, explicit indices and reasonable weighting coefficient and the self-contained complete questionnaire of the evaluation of the teaching equality will be worked out in our study.Method:"Literature Review" and "Delphi Method" were utilized to select evaluating indices and ascertain the definition of indices; the weight of the indices was calculated by "Analytical hierarchy process (AHP) ", in which weighted mean were utilized to process the data of expert opinions in order to improve the reliability of the evaluation. The positivity, authority and the coordinating degree of the opinions of the experts were checked in the process of the evaluation system. The coefficient of positivity of the experts was indicated by response rate of the questionnaires. Authority of the experts was proved by logical reasoning.Consulting experts were divide into 3 groups:managerial experts, teaching expects and research expects, whose opinions'consistency was proved by coefficient of variation and Kendall concordance coefficient. Then, in order to work out the questionnaire of teaching effects,the quality control was taken in the questionnaire design, data collection and processing.A pilot study was made in 112 postgraduates taking PBL courses in a certain medical university, in order to test the reliability and validity of the questionnaire. Test-retest Reliability was determined by "Intraclass Correlation Coefficient", Internal Consistency Reliability by "Cronbachα", Scorer Reliability by "Kendall's W", and Content Validity and Construct Validity were determined by "Items and Sum Correlation Method" and "Factor Analysis" respectively. Data management and statistical analysis were finished by Excel and SPSS 13.0.Result:PBL evaluation system of medical postgraduate students including 3 first-level indexes,8 second-level indexes and 27 third-level indexes was made, and the implication of indicators was defined in detail, and the weight of indicators was calculated. Authority of the experts in this study was proved well; the positivity coefficient of the experts was 95.5% and 90.90% in the screening of the evaluation indexes and weight decision respectively. Variation coefficient of 27 third evaluating indicators on three groups experts were 0.130-0.299 (<30%), Kendall concordance coefficient in different groups of experts all>0.7 (P<0.05). Based on the evaluation system, the questionnaire of teaching effects on PBL curriculum for medical postgraduate was set up. Test-retest Reliability by Intraclass Correlation Coefficient >0.75; Internal Consistency Reliability by "Cronbachα"of totality was 0.938, "Cronbachα"of the first evaluating indicators were:Teaching plan 0.806, Teaching strategy 0.883, Teaching effect 0.915, average>0.70; Scorer Reliability by "Kendall's W" was 0.878 (P<0.05); In the questionnaire of the content validity, the correlation coefficient between items and sum score was 0.407-0.764 (P<0.01), reaching a significant difference; Construct validity was determined by "Factor Analysis" acquiring 4 common factors, whose cumulative variance contribution was 63.543%. Through varimax orthogonal rotation, each item in the questionnaire had a high loading value on a common factor, between 0.512-0.820 (>0.4), the result of the factor analysis was coincident with construction of questionnaire.Conclusion:The PBL evaluation system and self-contained questionnaire were based on the scientific integrative assessment approach. The positivity, authority and consistency of the experts were proved well, which ensure the scientificity and reliability of the evaluation system. The results demonstrated the questionnaire had a good reliability and validity, and could be widely applied in the quality evaluation of PBL curriculum for medical postgraduate.