Evaluation scale for public health PBL course in preventive medicine major

Abstract

The invention discloses an evaluation scale for a public health PBL course in a preventive medicine major. Literature analysis and expert interviews are carried out first; an item pool is determined;an initial scale is generated; and an on-site evaluation of the initial scale is made, the on-site evaluation including item analysis, reliability analysis, exploratory factor analysis, and thus a final scale is obtained. The beneficial effects of the evaluation scale are that the evaluation scale enables a course formulator to scientifically measure actual implementation effects of the public health course, and provides a basis for further perfecting and developing the application process of a PBL learning mode.

Description

technical field [0001] The invention belongs to the technical field of public health, and relates to a PBL evaluation scale used in the field of public health. Background technique [0002] In the 1960s, there were common problems in medical education, such as too abstract teaching content, lack of hands-on operation for students, and lack of integration of knowledge, which led to insufficient ability and confidence for medical students to solve practical problems. For this reason, in 1969, Howard Barrows, a professor of neurology in the United States, based on information processing, multiple intelligences, constructivism and humanism, pioneered PBL (Problem-based learning) and applied it to The teaching reform of clinical medicine in McMaster University School of Medicine, Canada. In the 1980s, the PBL learning model expanded from the field of medical education to other health-related fields, such as pharmacy, nursing, etc.; from the 1990s, it began to expand to non-healt...

AI Technical Summary

Problems solved by technology

[0002] In the 1960s, there were common problems in medical education, such as too abstract teaching content, lack of hands-on operation for students, and lack of integration of knowledge, which led to the lack of ability and confidence of medical students to solve practical problems

Any teaching method needs teaching evaluation, but the teaching evaluation of most colleges and universities only stays in the traditional mode, and most of them are reflected in the evaluation of teachers' "teaching". Cannot reflect the complexity and creativity of teachers' labor

As for the evaluation of students' "learning", it is only judged by a test paper at the end of the period. Although students may achieve better results, what students have learned is "dead" knowledge. Comprehensive ability to evaluate

Obviously, the existing traditional teaching evaluation methods are not suitable for the evaluation of the teaching effect of PBL courses

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