Teaching Quality Analysis of Health Management Professionals in Colleges and Universities Based on Big Data Decision Tree Algorithm

Abstract

In this study, we investigate whether the big data decision tree approach can be utilised to evaluate the effectiveness of teaching in higher education by health management professors. In light of the expanding need for high-quality healthcare education by the professionals, it is absolutely necessary to evaluate and enhance the teaching efficacy of healthcare management specialists. The application of big data analytics towards the creation of a method for the evaluation of instructors that is both objective and precise is the focus of this study. Every educational system may be broken down into its two primary components: teachers and pupils. The students are not only passive recipients of the instruction that their teachers provide. All of the desired instructional achievements must be driven by the effort of the students in order to fall within the category of "subjective initiative." Therefore, the first step in any educational activity should be encouraging pupils to build their own sense of initiative and intrinsic motivation to learn. This should be the case in any educational endeavour. If teachers have access to and make use of reliable employment data for statistical analysis, they will be able to have a more significant impact on the kids they teach. Based on a preliminary set of actual university employment data from 2012, this study compares the results of employing the C4.5 approach with a decision tree generating technique for the assessment of the teaching quality by the professionals. Both approaches were used to analyse the data. The findings demonstrate that a straightforward decision tree structure may be obtained using the decision tree approach that makes use of the multiscale rough set model. In addition, our approaches don't need to use overlapping data sets, and they're quite efficient from a computing standpoint. The relevance of this study lies in the fact that it sheds light on how the expertise and motives of teachers who are healthcare professionals to be precise, reflect on the learning of their students and their relevant field skills.