Zhao Tiantian, Yu Long, Jiang Xinyue, Yang Shaoxiong, Zhang Xuehui, Zhang Min, Zhang Yan, Yan Tong, Wu Huixin, Xu Fang
School of Public Health, Kunming Medical University, Kunming, Yunnan, China.
Wuhua District Center for Disease Control and Prevention, Kunming, Yunnan, China.
BMC Med Educ. 2025 Mar 12;25(1):368. doi: 10.1186/s12909-025-06943-z.
This study aims to establish a comprehensive evaluation system for assessing public health practice teaching quality, addressing the shortcomings of traditional evaluation methods. The framework integrates the Context, Input, Process, and Product (CIPP) model with the Analytic Hierarchy Process (AHP) and Entropy Weight Method to provide precise and balanced weightings for evaluation indicators. AHP was selected for its ability to incorporate expert judgment with consistency checks, ensuring structured decision-making, while the Entropy Weight Method enhances objectivity by assigning weights based on data variability, reducing potential biases in expert evaluations.
The development process included two rounds of Delphi expert consultations to refine the evaluation indicators and achieve consensus among experts. AHP and the Entropy Weight Method were applied to calculate and verify the weights of indicators. Statistical methods were used to ensure the reliability and validity of the framework.
High consensus was achieved on key evaluation factors, emphasizing the critical roles of teaching facilities and information technology in public health education. The evaluation system combines expert insights with data-driven metrics, demonstrating strong reliability and adaptability. Findings underscore the system's ability to identify strengths and weaknesses in teaching quality effectively.
This evaluation system provides a practical and scientifically grounded framework for improving resource allocation, policymaking, and quality enhancement in public health education. Its flexible structure enables dynamic adjustments to meet evolving educational standards and diverse teaching contexts. This tool offers valuable guidance for educators, policymakers, and stakeholders to enhance the effectiveness of public health teaching practices.
本研究旨在建立一个全面的公共卫生实践教学质量评估体系，以弥补传统评估方法的不足。该框架将背景、投入、过程和产出（CIPP）模型与层次分析法（AHP）和熵权法相结合，为评估指标提供精确且平衡的权重。选择层次分析法是因为它能够将专家判断与一致性检验相结合，确保结构化决策，而熵权法则通过基于数据变异性分配权重来提高客观性，减少专家评估中的潜在偏差。
开发过程包括两轮德尔菲专家咨询，以完善评估指标并达成专家共识。应用层次分析法和熵权法计算并验证指标权重。使用统计方法确保该框架的可靠性和有效性。
在关键评估因素上达成了高度共识，强调了教学设施和信息技术在公共卫生教育中的关键作用。该评估体系将专家见解与数据驱动的指标相结合，具有很强的可靠性和适应性。研究结果强调了该体系有效识别教学质量优缺点的能力。
该评估体系为改善公共卫生教育中的资源分配、政策制定和质量提升提供了一个实用且科学的框架。其灵活的结构能够进行动态调整，以满足不断发展的教育标准和多样化的教学环境。该工具为教育工作者、政策制定者和利益相关者提高公共卫生教学实践的有效性提供了有价值的指导。
