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

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.