Volume 5, Issue 3, June 2020, Page: 76-82
Analysis of Teaching-Examination Strategies Based on the National Dental Qualification Test
Xu Zheng, School of Dentistry, Hainan Medical University, Hainan, PR China; Department of Dentistry, The First Affiliated Hospital of Hainan Medical University, Hainan, PR China
Chun Yi Cao, Hainan Eye Hospital and Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Hainan, PR China
Sheng Ping Cao, Institute of Clinical, Hainan Medical University, Hainan, PR China
Diwas Sunchuri, School of International Education, Hainan Medical University, Hainan, PR China
Zhu Ling Guo, School of Dentistry, Hainan Medical University, Hainan, PR China; Department of Dentistry, The First Affiliated Hospital of Hainan Medical University, Hainan, PR China
Received: Apr. 17, 2020;       Accepted: May 8, 2020;       Published: May 28, 2020
DOI: 10.11648/j.her.20200503.12      View  284      Downloads  76
Abstract
Nowadays, the qualification examination of practicing doctors has been one of the important criteria for the selection of health talents in China, while teaching reform has always been the priority in the teaching work of colleges and universities. This paper discusses the significant measures of teaching reform in colleges and universities through its examination results. To explore the test strategies for both Chinese and oversea students from Hainan Medical University based on the status of the qualification examination of practicing doctors in The School of Dentistry. Through the National Medical Examination Center, we collected basic information, average scores and the success rates in various medical sections and different subjects tested in the qualification examinations for dental practitioners who graduated from Hainan Medical University in 2011-2016, which were compared with the national corresponding parts. From 2011 to 2016, the number of practicing doctors taking the dental exam nationwide increased, and accounted for 1.2% of the number of candidates nationally. In 2016, the comprehensive written test and total success rates of candidates at Hainan Medical University decreased by nearly 9% compared with the national average, with a statistically significant difference in the written test results (P<0.05). There were significant differences between the average scores of the clinical medicine section and the basic medical section compared with the national examination results in 2016 (P<0.01). According to the results of the examination focusing on different clinical disciplines, the average scores of the 16 courses in 2016 were lower than those of the corresponding parts for the candidates taking the national examination. The teaching reforms and test strategies were proposed based on the factors that affected the test scores. This paper puts forward the oral examination as the focus point for further teaching and emphasizes the need for further students' practical training.
Keywords
Licensing Examination for Dental Practitioners, Undergraduate Teaching strategies, Examination Techniques, Dental Education
To cite this article
Xu Zheng, Chun Yi Cao, Sheng Ping Cao, Diwas Sunchuri, Zhu Ling Guo, Analysis of Teaching-Examination Strategies Based on the National Dental Qualification Test, Higher Education Research. Vol. 5, No. 3, 2020, pp. 76-82. doi: 10.11648/j.her.20200503.12
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Yunxia Geng, Liying Zhao, Yu Wang, et al. Competency model for dentists in China: Results of a Delphi study. PLoS One, 2018, 13 (3).
[2]
Wu ZY, Zhang ZY, Jiang XQ, Guo L. Comparison of dental education and professional development between mainland China and North America. Eur J Dent Educ 2010: 14: 106-112.
[3]
Y. H. Wang, Q. Zhao, Z. Tan. Current differences in dental education between Chinese and Western models. European Journal of Dental Education, 2016, 21 (4): e43-e49.
[4]
Janice A. Brannon, Ellen R. Cohn, Jana Cason. Making the Case for Uniformity in Professional State Licensure Requirements. Int J Telerehabil, 2012, 4 (1): 41–46.
[5]
SohailBajammal, Rania Zaini, WesamAbuznadah, et al. The need for national medical licensing examination in Saudi Arabia. BMC Med Educ, 2008, 8: 53.
[6]
Jie Li, Fangjin Xu, ZhaojunSun, et al. Regional differences and spatial patterns of health status of the member states in the”Belt and Road”Initiative. PLoS ONE, 2019, 14 (1).
[7]
Muhammad Ashraf Nazir, Faisal Izhar, Kalsoom Tariq, et al. A cross-sectional study of dentists about the need for a practice management course in undergraduate dental program. Eur J Dent, 2018, 12 (4): 508–515.
[8]
Nicole Rafai, Martin Lemos, Lieven Nils Kennes, et al. Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum. BMC Med Educ, 2016, 16.
[9]
Cheryl B Stetler, Marcia W Legro, Carolyn M Wallace, et al. The Role of Formative Evaluation in Implementation Research and the QUERI Experience. J Gen Intern Med, 2006, 21 (Suppl 2): S1–S8.
[10]
C. Shi, L. Wang, X. Li, et al. Virtual classroom helps medical education for both Chinese and foreign students. European Journal of Dental Education, 2014, 19 (04): 217-221.
[11]
A. J. Ireland, A. S. A. Smith, D. M. Alder, et al. Building a learning community on-line: the first step towards a national virtual learning environment in orthodontics. Journal of Orthodontics, 2005, 32 (03): 214–219.
[12]
Littlewood S, Ypinazar V, Marqolis SA, et al. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ, 2005, 331 (7513): 387-91.
[13]
N J Pohontsch, A Stark, M Ehrhardt, et al. Influences on students’ empathy in medical education: an exploratory interview study with medical students in their third and last year. BMC Medical Education, 2018, 18: 231.
[14]
Hans M Bosse, SoerenHuwendiek, Silvia Skelin, et al. Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations. BMC Med Educ, 2010, 10: 52-68.
[15]
Susan F. McLean. Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. J Med EducCurric Dev, 2016, 3.
[16]
KamalShigli, Y. B. Aswini, Deepti Fulari, et al. Case-based learning: A study to ascertain the effectiveness in enhancing the knowledge among interns of an Indian dental institute. J Indian ProsthodontSoc, 2017, 17 (1): 29–34.
[17]
Amy Baernstein, Anne-Marie E, AmiesOelschlager, et al. Learning Professionalism: Perspectives of Preclinical Medical Students. Aca Med, 2009; 84: 574-581.
[18]
M. Manogue, J. McLoughlin, C. Christersson, et al. Curriculum structure, content, learning and assessment in European undergraduate dental education-update 2010. European Journal of Dental Education, 2011, 15 (03): 133-141.
[19]
Ernesto Panadero. A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front Psychol, 2017, 8: 422.
[20]
Kearney RC, Premaraj S, Smith BM, et al. Massive open online courses in dental education: two viewpoints: viewpoint 1: massive open online courses offer transformative technology for dental education and viewpoint 2: massive open online courses are not ready for primetime [J]. J Dent Educ, 2016, 80 (2): 121-127.
[21]
Stokes CW, Towers AC, Jinks PV, et al. Discover Dentistry: encouraging wider participation in dentistry using a massive open online course (MOOC) [J]. Br Dent J, 2015, 219 (2): 81-85.
[22]
X. Gao, L. M. Wong, D. Y. S. Chow, et al. Learning clinical procedures through Internet visual resources: A qualitative study amongst undergraduate students. European Journal of Dental Education, 2014, 19 (01): 38-43.
Browse journals by subject