首次报道在本科牙科课程中实施德语水平测试：一项前瞻性研究。

First reported implementation of a German-language progress test in an undergraduate dental curriculum: A prospective study.

作者信息

Kirnbauer B, Avian A, Jakse N, Rugani P, Ithaler D, Egger R

机构信息

Division of Oral surgery and Orthodontics, Medical University of Graz, Graz, Austria.

Institute for Medical Informatics, Statistics and Documentation, Medical University of Graz, Graz, Austria.

出版信息

Eur J Dent Educ. 2018 Nov;22(4):e698-e705. doi: 10.1111/eje.12381. Epub 2018 Jul 1.

DOI:10.1111/eje.12381

PMID:29961963

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6220869/

Abstract

INTRODUCTION

Progress testing is a special form of longitudinal and feedback-oriented assessment. Even though well established in human medical curricula, this is not the case in dental education. The aim was the prospective development and implementation of the first reported German-language Dental Progress Test (DPT) for the undergraduate dental curriculum at the Medical University of Graz, Austria.

MATERIAL AND METHODS

Participation in DPT was compulsory for all dental students in terms 7-12 (years 4-6). Three tests, each consisting of 100 items out of a pool of 375, were administered within 3 consecutive terms in 2016 and 2017. Rasch analyses were used to evaluate the questionnaire and identify misfitting items.

RESULTS

In the item responses, 59.7% were "correct," 27.0% were "false" and 13.3% were answered with "don't know," with similar results at all 3 time points. The assumption of parallel ICC was met (T1: χ = 51.071, df = 74, P = .981; T2: χ = 57.044, df = 67, P = .802; T3: χ = 58.443, df = 72, P = .876) and item difficulties for the thematic fields were similarly distributed across the latent dimensions.

CONCLUSION

The newly introduced DPT is appropriate for testing dental students and is well balanced for the tested target group.

摘要

引言

进展测试是一种特殊形式的纵向且注重反馈的评估方式。尽管在人类医学课程中已得到广泛应用，但在牙科教育领域并非如此。本研究旨在为奥地利格拉茨医科大学本科牙科课程前瞻性地开发并实施首个德语版牙科进展测试（DPT）。

材料与方法

所有7至12年级（4至6年级）的牙科学生都必须参加DPT。2016年和2017年在连续3个学期内进行了3次测试，每次测试由从375道题目的题库中抽取的100道题目组成。采用拉施分析来评估问卷并识别不匹配的题目。

结果

在题目回答中，59.7%为“正确”，27.0%为“错误”，13.3%回答“不知道”，在所有3个时间点的结果相似。满足平行项目特征曲线（ICC）的假设（T1：χ = 51.071，自由度 = 74，P = 0.981；T2：χ = 57.044，自由度 = 67，P = 0.802；T3：χ = 58.443，自由度 = 72，P = 0.876），并且各主题领域的题目难度在潜在维度上分布相似。