(155) ARE COMPLETED WITH AN EXAM IN MASTER OF PUBLIC HEALTH PROGRAM

摘要

IntroductionEducational diagnostics on university level is currently based on evaluation of a student's progresswith particular attention placed on measuring the achieved learning outcomes.In case of Public Health Faculty, we are faced with a broad and interdisciplinary field of skills andknowledge. A process of education that has been carried out properly and comprehensiveassessment of the gained competences is the basis for further research into the learning outcomesand it also allows to analyse the fate of graduates of a given major. Evidence-based assessmentshould be applied as good practice at any university which attempts to adjust their educational policyto the changing needs and requirements of labour market.Aim of studyAnalysis of assessment in the subjects that are completed with an exam on the second degree studiesat the faculty of Public Health.Materials and MethodsExamination data of 565 students from the faculty of Public Health who qualified to the studies (ageaverage 22.4 ± 1.22) concerned those who began their second degree of studies at the Faculty ofHealth Sciences at the Medical University of Warsaw (MUW) between the years 2007-2012. Learningoutcomes in nine subjects finished with an exam were analysed retrospectively and these were thefollowing: Biostatistics, Public Health in Practice, Advances in Health Promotion, Economics, Forms ofHealth Care, Organisation and Management in Health Care, Financing in Health Care, Health CareLaw, Epidemiology.In order to evaluate intercorrelation of learning outcomes for individual subjects, r-Pearson's linearcorrelation coefficient was used. In order to determine trends in assessing students in consecutiveyears, Kruskal-Wallis' non-parametre ANOVA test of ranges was applied as well as Leven'shomogeneity of variance test. For comparative analysis of dependent variables, Friedman's nonparametretest was used with Kendall's coefficient of concordance.For all analyses, the a priori level of significance was established at 0.05.ConclusionsThe observed lack of homogeneity in evaluating students' achievements is the evidence of insufficientconsistency in measuring learning outcomes. Critical judgement of currently used solutions allows toplan detailed evaluation of applied assessment criteria so as to diagnose the weak points in theteaching areas and evaluate reliability and accuracy of the used methods that assess competences ofstudents at the Faculty of Public Health.