Clinical Professional Courses Student Achievement Assessment And Analysis

Objective:To explore exterior and internal correlation of major courses' score of undergraduates of clinical medicine in Guiyang Medical college.To evaluate effect of before and after the medical curriculum design was revised is to offer the basis for teaching and research decision-making.Method:To built the database of the score of undergraduates in class 1999 and 2000 with excel 2003,and analyze using SPSS11.5.The multifactor analysis included partial correlation analysis,cluster analysis,multiple linear regression analysis,path analysis,principal component analysis and factor analysis were used to establish correlation among the internal of curricula.Results:1.The score of two classes students are analyzed comparatively,the difference in gender and in classes was not significant.Students were grouped by passing the Examination or not and gender,the average sore of the groups were close.In passing groups,the average sore of female was higher than that of male,the difference was significant(P＜0.0001).After the average score of public basic courses,professionally basic courses and professional courses compared,that of public basic courses a bit decreased and that of professionally basic courses and professional courses not.And the average score of female was higher than that of male among each course in the same class.The difference was significant(P＜0.0001).After comprehensive analysis in the class of 1999 and 2000,the average score of eight subjects included histology and embryology,anthropotomy,parasitology,physiology,pathophysiology, diagnostics,surgery pandect,obstetrics and gynecology decreased in class 2000,but others subjects score increase in class 2000 compare with class 1999.It was significant(P＜0.0001).The reasons why the sore decreased were aspects,for instance the admitting score,setting a paper, performance of teaching syllabus etc.2.The result of partial correlation analysis showed optimization and recomposition of subjects in course system.In public basic courses:When basic chemistry and medical biology are fixed,the partial correlation coefficient between histology and embryology with anthropotomy is 0.5531(P＜0.0001),the partial correlation coefficient between histology and embryology with topology is 0.3293(P＜0.0001).The partial correlation coefficient between anthropotomy with topology is 0.4244(P＜0.0001).It was thought the vital factors that the experiments of histology and embryology,anthropotomy and topology were reorganized and the multimedia human morphology laboratory(the somatic science exhibition hall,and the normative,and advanced dissection laboratory) was constructed.In special basic courses:When organic chemistry and medical biology are fixed,the partial correlation coefficient between pathophysiology with pharmacology was 0.6178(P＜0.0001).The partial correlation coefficient between pathophysiology with physiology was 0.4199(P＜0.0001).The partial correlation coefficient between physiology with pharmacology was 0.4680(P＜0.0001).The partial correlation coefficient between medical experiment with pharmacology was 0.4287(P＜0.0001). The partial correlation coefficient between medical experiment with pathophysiology was 0.3952(P＜0.0001).So that the experimental parts of pathophysiology,physiology and pharmacology were reorganized,then they were turned into medical experiment is reasonable, and the traditional structure of physiology,pathophysiology and pharmacology is improved by multimedia computer,proved experiment is become into designed experiment.And research and innovation of students are cultured.When basic chemistry and medical biology are fixed,the partial correlation coefficient between microbiology with parasitology was 0.4262(P＜0.0001).So microbiology and parasitology were combined into pathogenobiology is reasonable. When pathology of professional courses was fixed,the partial correlation coefficient between diagnostics with internal medicine,surgery,paediatrics was 0.3561(P=0.000),0.2675(P=0.000), 0.46770(P＜0.0001).The partial correlation coefficient between surgery pandect with internal medicine,surgery,obstetrics and gynecology,paediatrics were 0.3757(P＜0.0001),0.4273(P＜0.0001),0.2396(P＜0.001),0.3082(P＜0.0001).The result showed that after curriculum design was revised,enlarging the teaching power of the two subjects,marking practice,strengthening practice and examination were very important.3.The 46 courses of cluster analysis revealed distribution of score.MAO Zen-dong's thought, English,organic chemistry,medical physics,basic chemistry,higher mathematics,basic law, political economics,Deng Xiao-ping's theory,moral course and medical ethics were clustered together,then these courses were regarded as public elementary courses of medicine.Preventive medicine,medical experiment,immunology,pathology,parasitology,pharmacology,biochemistry, microbiology,computer technology were clustered together,and then these courses were regarded as professionally basal courses initially.Surgery basic,surgery,diagnostics,traditional Chinese medicine,infectious diseases,neurology,internal medicine and obstetrics and gynecology were clustered together,and then these courses were regarded as professional courses.Histology and embryology,anthropotomy and topology were clustered together,and then these courses were regarded as basic course of human morphology.Physiology and pathophysiology were clustered together,and their experiments were belonging to medical experiment.Microbiology and parasitology were clustered together,these course were regarded as pathogenobiology.4.Curriculum design was adjusted according to the result that professionally basic courses effected professional courses was discovered by multiple linear regression analysis of the score. The linear regression relationship existed between the score of diagnostics with that of pathology, topology,pharmacology,medical experiment,microbiology,pathophysiology,organic chemistry. That of oathology impacted mostly.The linear regression relationship existed between the score of surgery basic with that of pharmacology,pathology,pathophysiology,microbiology.That of pharmacology impacted mostly.The linear regression relationship existed between the score of internal medicine with that of pathology,topology,medical experiment,pharmacology.That of pathology impacted mostly.The linear regression relationship existed between the score of surgery with that of pathology,topology,anthropotomy,biochemistry,microbiology.That of pathology impacted mostly.The linear regression relationship exists between the score of obstetrics and gynecology with pharmacology,biochemistry,pathophysiology,pathology,and immunology.That of pharmacology impacted mostly.The linear regression relationship existed between the score of paediatrics with that of pharmacology,pathology,biochemistry,medical experiment.Pharmacology impacted mostly.on all accounts,professionally basic courses mostly impacted the score of professional courses' level.In these relationships pharmacology and pathology significantly impacted professional knowledge.5.The result of path analysis agreed with there were three modules in medical courses: public basic courses,professionally basic courses,professional courses.6.The result of principal component analysis displayed that immunology(x₁₀),physiology (x₈),biochemistry(x₉),microbiology(x₁₁) and pathology(x₁₂) greatly influenced the score. They were the first principal component.Basic chemistry(x₂),medical physics(x₁),higher mathematics(x) and medical biology(x₃) were the second principal component.Paediatrics (x₂₅),obstetrics and gynecology(x₂₄),surgery(x₂₃),internal medicine(x₂₂) and diagnostics (x₁₆) were the third principal component.The Cumulative percentage of variance of the first twelve principal components was up to 81.3,and the conclusion of analysis is expectant.The other principal components were decided by course's characteristic of itself own.These courses were traditional Chinese medicine(x₁₉),parasitology(x₁₃),imaging diagnosis(x₂₆),neurology(x₂₁),surgery basic(x₁₈),infectious diseases(x₂₀) and organic chemistry(x₅).These courses were marginal subjects or sub-subjects which were interrelated with medicine.The classification chart of 26 courses showed their internal correlation directly. This research guided that the competitive mechanism was injected into learning by means of utilizing total score,scored ranking of graduate,optimal allotment,scholarship assessment, commending graduate student.7.The internal correlation of the courses was investigated by factor analysis;therefore,the position of the courses was more definite.F₁ mean the capability of micro-memory and macro-memory in aspect of basic medical knowledge.F₂ mean the capability of abstract thinking and logical argumentation which must be possessed.F₃ mean comprehensive capability of clinical medicine specialty.F₄ mean functional course of knowledge in medicine.F₁₂ mean basic morphology of knowledge in medicine.The characters of others courses decide that they were important correlative subjects,for example traditional Chinese medicine(x₁₉) and imaging diagnosis(x₂₆) etc.They were marginal subject or subject of medicine.But they were indispensable,because they deepened medical knowledge and adapted the transference of medical model and clinical work.This result was used to objectively analyze the correlation of the courses, to define the positioning of the courses,scientific courses' system.Thereby he course structure that was composed of public basic courses,professionally basic courses and professional courses was established,and represented the internal correlation of the courses.Conclusion:By the qualitative and quantitative multifactor analysis of revised curriculum, the total credit hour and correlate subjects' hour cut down,and the score of compulsory subjects not decreased,quality of education is assured.The conclusion was that the positioning of the courses was clear according to the whole cultivated target and the demand.The layered curriculum design adequately indicated lengthways cohesion and progression,and relative integrity of curriculum system at the same time.The partition and reorganization of courses were stressed.The cultivation of students' practice ability was strengthened.The marginal and crossed courses were set up.The revised teaching plan(curriculum design) of structural modules(basic courses,professionally basic courses,professional courses) was scientific and rational.The shortcomings of the revised teaching plan were funded in research.For example mathematics, physics,chemistry among public basic courses and physiology,parasitology and so on among professionally basic courses,their teaching hours were excrescent.The teaching hours of immunology and medical experiment of experimental is deficient.In addition the proposal that medical psycology,psychiatry,epidemiology which were related with medicine were added to the key courses.So the clinical knowledge was deepened.As curriculum design the aspects that licensed doctors and the syllabus of the graduate entrance examination were considered.The intention was to suit for development of society and talents.