{"title":"优化口腔学校病理生理学教学：试卷分析与策略思考。","authors":"Zheng Wang, Xing-Long Zheng, Xi He, Jin-Jun Liu","doi":"10.1186/s12909-025-07360-y","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Pathophysiology, a bridge between basic and clinical medicine, is particularly crucial for dental students. This article analyzes the final pathophysiology examination paper for the 2021 grade dental medicine students at Xi'an Jiaotong University to understand the students' knowledge mastery, assess teaching effectiveness, and ultimately improve teaching quality.</p><p><strong>Methods: </strong>The theoretical examination results of 93 dental medicine students from the 2021 grade were analyzed and graded using the Optical Mark Recognition digital grading system to ensure accuracy and efficiency in processing multiple-choice responses. Statistical analyses were conducted using SPSS 26.0 to determine the score distribution, difficulty index, discrimination index, and reliability.</p><p><strong>Results: </strong>The examination scores of the 93 dental medicine students showed a skewed distribution, with an average score of 74.32, a median of 76, and a standard deviation of 17.31. The pass rate was 83.87%. The detailed score distribution was as follows: 23.66% of students scored between 90 and 100, 18.28% scored between 80 and 89, 22.58% scored between 70 and 79, 19.35% scored between 60 and 69, and 16.13% scored below 60. The Kolmogorov-Smirnov (K-S) test confirmed a significant deviation from normality (K-S value = 0.1477, P < 0.0001), with a skewness coefficient of -0.75 and a kurtosis coefficient of 0.45. The overall difficulty index of the exam was 0.73, the discrimination index was 0.42, and the reliability was high at 0.86.</p><p><strong>Conclusions: </strong>Our data suggest that the examination demonstrated high reliability and acceptable discrimination but was relatively easy. Future examinations should increase the difficulty level and discrimination appropriately. In teaching, we should continue to enhance teaching quality by focusing on key knowledge points, optimizing the assessment system, exploring innovative teaching modes, and further improving overall teaching quality.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"754"},"PeriodicalIF":2.7000,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100804/pdf/","citationCount":"0","resultStr":"{\"title\":\"Optimizing pathophysiology instruction in dental school: examination paper analysis and strategic reflections.\",\"authors\":\"Zheng Wang, Xing-Long Zheng, Xi He, Jin-Jun Liu\",\"doi\":\"10.1186/s12909-025-07360-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Pathophysiology, a bridge between basic and clinical medicine, is particularly crucial for dental students. This article analyzes the final pathophysiology examination paper for the 2021 grade dental medicine students at Xi'an Jiaotong University to understand the students' knowledge mastery, assess teaching effectiveness, and ultimately improve teaching quality.</p><p><strong>Methods: </strong>The theoretical examination results of 93 dental medicine students from the 2021 grade were analyzed and graded using the Optical Mark Recognition digital grading system to ensure accuracy and efficiency in processing multiple-choice responses. Statistical analyses were conducted using SPSS 26.0 to determine the score distribution, difficulty index, discrimination index, and reliability.</p><p><strong>Results: </strong>The examination scores of the 93 dental medicine students showed a skewed distribution, with an average score of 74.32, a median of 76, and a standard deviation of 17.31. The pass rate was 83.87%. The detailed score distribution was as follows: 23.66% of students scored between 90 and 100, 18.28% scored between 80 and 89, 22.58% scored between 70 and 79, 19.35% scored between 60 and 69, and 16.13% scored below 60. The Kolmogorov-Smirnov (K-S) test confirmed a significant deviation from normality (K-S value = 0.1477, P < 0.0001), with a skewness coefficient of -0.75 and a kurtosis coefficient of 0.45. The overall difficulty index of the exam was 0.73, the discrimination index was 0.42, and the reliability was high at 0.86.</p><p><strong>Conclusions: </strong>Our data suggest that the examination demonstrated high reliability and acceptable discrimination but was relatively easy. Future examinations should increase the difficulty level and discrimination appropriately. In teaching, we should continue to enhance teaching quality by focusing on key knowledge points, optimizing the assessment system, exploring innovative teaching modes, and further improving overall teaching quality.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>\",\"PeriodicalId\":51234,\"journal\":{\"name\":\"BMC Medical Education\",\"volume\":\"25 1\",\"pages\":\"754\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2025-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100804/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"BMC Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1186/s12909-025-07360-y\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"BMC Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1186/s12909-025-07360-y","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Optimizing pathophysiology instruction in dental school: examination paper analysis and strategic reflections.
Background: Pathophysiology, a bridge between basic and clinical medicine, is particularly crucial for dental students. This article analyzes the final pathophysiology examination paper for the 2021 grade dental medicine students at Xi'an Jiaotong University to understand the students' knowledge mastery, assess teaching effectiveness, and ultimately improve teaching quality.
Methods: The theoretical examination results of 93 dental medicine students from the 2021 grade were analyzed and graded using the Optical Mark Recognition digital grading system to ensure accuracy and efficiency in processing multiple-choice responses. Statistical analyses were conducted using SPSS 26.0 to determine the score distribution, difficulty index, discrimination index, and reliability.
Results: The examination scores of the 93 dental medicine students showed a skewed distribution, with an average score of 74.32, a median of 76, and a standard deviation of 17.31. The pass rate was 83.87%. The detailed score distribution was as follows: 23.66% of students scored between 90 and 100, 18.28% scored between 80 and 89, 22.58% scored between 70 and 79, 19.35% scored between 60 and 69, and 16.13% scored below 60. The Kolmogorov-Smirnov (K-S) test confirmed a significant deviation from normality (K-S value = 0.1477, P < 0.0001), with a skewness coefficient of -0.75 and a kurtosis coefficient of 0.45. The overall difficulty index of the exam was 0.73, the discrimination index was 0.42, and the reliability was high at 0.86.
Conclusions: Our data suggest that the examination demonstrated high reliability and acceptable discrimination but was relatively easy. Future examinations should increase the difficulty level and discrimination appropriately. In teaching, we should continue to enhance teaching quality by focusing on key knowledge points, optimizing the assessment system, exploring innovative teaching modes, and further improving overall teaching quality.
期刊介绍：
BMC Medical Education is an open access journal publishing original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.
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