Objective To explore the influence of the selecting questions from national question database on the Pediatrics theoretical examination of clinical undergraduates under the mode of teaching-examination separation. Methods to make an overall quantitative analysis of 304 test papers, selecting questions from national question database for the final pediatrics theoretical examination in the first term from 2017 to 2018, which was answered by two classes of clinical medicine students enrolled in 2014. Results From the distribution of these two classes' scores, it can seen that the frequency distribution on both sides of the average is relatively symmetrical and all of them presented normal distribution, but they are all below average and good grades are fewer. They account for 5.29% and 9.15% of the total number respectively in each class. The number of students who failed of the two classes accounts for 20.53% and 16.99% respectively. The difficulty coefficients of the total volume are respectively 0.67 and 0.69, whose overall difficulty is moderate. Moreover, the test reliability coefficients of two classes are 0.764 0 and 0.768 9 respectively. The discrimination of the total volume of these two classes are all 0.22. There are some errors for the examination papers including in multiple choice options, repetitive questions, too many ques-tions in circulatory system and questions above student current levels. Conclusion The result indicates that the testing questions show the difference of the students' ability and the reliability of the test through the overall quantitative analysis of the test. However, relatively low scores and a relatively large number of students failing the test indicate that students just stay in the old teaching and testing mode and they only master classroom knowledge. Therefore, they do not do self-learning well. Separation of teaching and testing could help to cultivate students' self-learning ability. At the same time, the quality of examination questions of the national question database and group questions should be constantly improved, which is the premise to ensure the objective reflection of students' learning ability.%目的 探讨教考分离模式下国家题库抽题对临床医学本科生儿科学理论考试的影响.方法 对2014级临床医学一系两个班级2017至2018年第一学年儿科学期末理论考试国家题库抽题组题试卷304份全面定量分析.结果 两班成绩分布,均数两侧频数分布较对称,均呈正态分布规律,但均集中在中下水平;获得良以上成绩的学生较少,分别占各班总人数的5.29%和9.15%.不及格人数两个班分别占各班总人数的20.53%和16.99%.全卷难度系数分别为0.67和0.69,整体难度适中.考试信度系数分别为0.764 0和0.768 9.两班全卷区分度均为0.22.试题个别选项有误,有重复出题和循环系统出题偏多以及超纲题出现.结论 对临床医学本科生期末儿科学试卷的全面定量分析提示,该试卷考题能力的区分度和考试信度适中,而分数偏低以及不及格人数偏多提示考生还仅仅停留在以往教考合一模式,局限于教师课堂所讲知识,没有充分调动自学能力.教考分离有助于培养学生的自学能力,同时不断完善国家题库试题质量以及组题质量,是保证客观反映学生学习能力的前提.
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