高级检索
    谢长好, 陈卫东, 王启之, 李志军, 陈琳洁, 毕娅欣, 范晓云, 梅永君, 王涛, 侯传云. 构建诊断学课程形成性评价为主的综合评价体系探索与实践[J]. 蚌埠医科大学学报, 2019, 44(6): 814-816. DOI: 10.13898/j.cnki.issn.1000-2200.2019.06.034
    引用本文: 谢长好, 陈卫东, 王启之, 李志军, 陈琳洁, 毕娅欣, 范晓云, 梅永君, 王涛, 侯传云. 构建诊断学课程形成性评价为主的综合评价体系探索与实践[J]. 蚌埠医科大学学报, 2019, 44(6): 814-816. DOI: 10.13898/j.cnki.issn.1000-2200.2019.06.034
    shu
    XIE Chang-hao, CHEN Wei-dong, WANG Qi-zhi, LI Zhi-jun, CHEN Lin-jie, BI Ya-xin, FAN Xiao-yun, MEI Yong-jun, WANG Tao, HOU Chuan-yun. Exploration and practice of constructing a comprehensive assessment system oriented by formative assessment in diagnostics curriculum[J]. Journal of Bengbu Medical University, 2019, 44(6): 814-816. DOI: 10.13898/j.cnki.issn.1000-2200.2019.06.034
    Citation: XIE Chang-hao, CHEN Wei-dong, WANG Qi-zhi, LI Zhi-jun, CHEN Lin-jie, BI Ya-xin, FAN Xiao-yun, MEI Yong-jun, WANG Tao, HOU Chuan-yun. Exploration and practice of constructing a comprehensive assessment system oriented by formative assessment in diagnostics curriculum[J]. Journal of Bengbu Medical University, 2019, 44(6): 814-816. DOI: 10.13898/j.cnki.issn.1000-2200.2019.06.034
    shu

    构建诊断学课程形成性评价为主的综合评价体系探索与实践

    Exploration and practice of constructing a comprehensive assessment system oriented by formative assessment in diagnostics curriculum

      摘要
    • 摘要:
      目的探讨形成性评价为主的综合评价体系在诊断学教学中的应用效果。
      方法选取蚌埠医学院61名2015级临床医学专业本科学生作为对照组，58名实验班学生作为实验组，对照组采用终结性评价，实验组采用终结性评价、诊断性评价和形成性评价的综合评价体系。比较2组的教学效果和问卷调查情况。
      结果实验组学生的优秀数明显多于对照组，不及格人数少于对照组（P < 0.01）。问卷调查结果显示，实验组学生的临床思维能力、自学能力、团队协作能力、医患沟通能力和学习效果均优于对照组（P < 0.05~P < 0.01），平均每节课看手机次数明显少于对照组（P < 0.01）。
      结论以形成性评价为主的综合评价体系能提高学生成绩，增加学生学习的积极性，有效提高教学质量。

       

      Abstract:
      ObjectiveTo explore the application effects of the formative assessment-oriented comprehensive assessment system in the teaching of diagnostics.
      MethodsSixty-one students from clinical medicine undergraduates and 58 students from the experimental class in grade 2015 in Bengbu Medical College were divided into the control group and experimental group, respectively.The control group and experimental group were evaluated using the summative assessment, and comprehensive assessment system composed of summative assessment, diagnostic assessment and formative assessment, respectively.The teaching effects and questionnaire survey were compared between two groups.
      ResultsThe number of excellent students in experimental group was significantly higher than that in control group(P < 0.01), and the number of failing students in experimental group was less than that in control group (P < 0.01).The results of questionnaire survey showed that the clinical thinking ability, self-learning ability, teamwork ability, doctor-patient communication ability and learning effect in experimental group were better than those in control group (P < 0.05 to P < 0.01), and the average number of browsing mobile phone in experimental group was significantly less than that in control group(P < 0.01).
      ConclusionsThe comprehensive assessment system oriented by formative assessment can improve the achievement, increase the learning enthusiasm, and effectively improve teaching quality of students.

       

      • HTML全文
      • 参考文献(11)
      • 相关文章
      • 施引文献
    • 资源附件(0)

    /

    返回文章
    返回