استخدام الأساليب الإحصائية و منهجية الستة سيجما لقياس جودة عملية تقييم تعلم طلبة الطب البشرى لمقررات الفرقتين الأولى و الثانية في كلية الطب جامعة عين شمس للعام الدراسي 2014 2013

Abstract EN

The study aimed at using statistical methods and the Six Sigma methodology in measuring the quality of performance in evaluating students› education and measuring the level of sigma for students of the Faculty of Medicine for the academic year 2013/2014.

The sample of the study consisted of students of the first and second year in the anatomy, physiology, histology, and biochemistry departments of the Faculty of Medicine at Ain Shams University, with a total of 1504 students in the first year and 1055 students in the second year.

The research was based on some statistical models to evaluate the results of the exams, namely: 1- Measures of central tendency.

2- The percentage.

3.

Recurrent distribution curve.

4- Skewness.

5 - Kurtosis.

6.

Six Sigma methodology.

The use of statistical methods in the evaluation of the grades of the examinations of the medical students courses results in the following: • The use of measures of central tendency in the evaluation of the results of the examinations of the medical students in the first and second years showed that when analyzing the results for the first and second years, the value of the Mode is less than the average value for all courses of the years except the psychological course where that Mode is greater than the average value.

• The use of the evaluation criteria in the evaluation of the results of the first and second years of the course exams revealed that the percentage distribution of the areas occupied by the students of the first year in courses (anatomy, physiology, histology, biochemistry) and the second year courses (anatomy- physiology, histology, biochemistry - psychology) all do not match and none of them are close to the percentage distribution of spaces under the surface of the distribution curve.

• The results revealed that the sigma level for the first year courses ranged from 3.5 to 3.7 sigma, while the sigma level for second year ranged from 3.7 to 4.4 sigma.

The high level of sigma between the two years is due to the increase in the number of students the second part of the course is taught in the second year with the presence of dropouts.

We find a decrease in the number of students applying for the exam with low repetitions and therefore the high level of sigma.