中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (8): 637-640.DOI: 10.3760/cma.j.cn115259-20191011-00842

• 医学教育评估 • 上一篇    下一篇

基于学生视角的病理生理学新教学评价体系实施效果的调查与分析

丛馨1, 张艳1, 徐海1, 刘利梅1, 郑铭1, 向若兰1, 蔡景一2, 吴立玲1   

  1. 1北京大学基础医学院生理学与病理生理学系 100191;
    2北京大学医学部教育处 100191
  • 收稿日期:2019-10-11 出版日期:2020-08-01 发布日期:2020-12-08
  • 通讯作者: 吴立玲,Email:pathophy@bjmu.edu.cn,电话:010-82802403
  • 基金资助:
    2017年度北京大学医学部主任基金专项(2017JJ11)

Investigation and analysis of the implementation effect of “process assessment + final assessment” assessment system in pathophysiology teaching based on the perspective of students

Cong Xin1, Zhang Yan1, Xu Hai1, Liu Limei1, Zheng Ming1, Xiang Ruolan1, Cai Jingyi2, Wu Liling1   

  1. 1Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing 100191, China;
    2Department of Education, Peking University Health Science Center, Beijing 100191, China
  • Received:2019-10-11 Online:2020-08-01 Published:2020-12-08
  • Contact: Wu Liling, Email:pathophy@bjmu.edu.cn, Tel: 0086-10-82802403
  • Supported by:
    2017 Research Fund for Education and Teaching Reform of Peking University Health Science Center(2017JJ11)

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摘要： 目的 从学生视角评价病理生理学“过程考核+期末考核”评价体系的实施效果。方法 选择北京大学医学部2016级570名学生作为研究对象,采用问卷调查法对病理生理学“过程考核+期末考核”评价体系的实施效果进行调查。结果 95.0%(541/570)的学生建议在今后的病理生理学课程中继续采用“过程考核+期末考核”方式;92.9%(530/570)的学生认为案例分析和情景式选择题的考核方式对理解并运动理论知识有帮助;88.9%(507/570)的学生不同程度地赞同由同学撰写情景式选择题或案例分析的考核方式。新的教学评价体系不仅有助于学生回顾和巩固基础知识(6.97分)、运用已学知识分析问题(4.64分)、基础知识和临床实践的融合(3.94分),还有助于提高学生的自主学习(2.58分)和团队协作等能力(1.42分)。结论 学生认为“过程考核+期末考核”评价体系有助于有效提高病理生理学的教学质量,为培养优秀医学人才奠定扎实基础。

关键词: 过程考核, 病理生理学, 问卷调查, 基于学生视角

Abstract: Objective To evaluate the “process assessment + final assessment” assessment system in pathophysiology from the perspective of students.Methods A total of 570 students from Peking University in clinical medicine, basic medicine, stomatology, preventive medicine, medical English, nursing and medical experiments in 2016 were selected as the research objects,we conducted a questionnaire survey from multiple aspects,including assessment effect,assessment content and performance,self-writing scenario simulation or case analysis questions,and impact on learning pathophysiology.Results 95.0% (541/570) students suggested to continue to use “process assessment + final assessment” in the course of pathophysiology in the future;92.9%(530/570)students believed that the assessment methods of case analysis and situational multiple choice questions played a role in understanding and using theoretical knowledge; 88.9% (507/570) students agreed with the assessment methods of situational multiple choice questions or case analysis written by their classmates. The novel assessment system not only helps students to review and consolidate basic knowledge (6.97), analyze problems with learned knowledge (4.64), and integrate basic and clinical knowledge (3.94), but also helps to improve students' abilities of autonomous learning (2.58) and team cooperation (1.42).Conclusions Students think that a reasonable and effective assessment and evaluation system will provide solid foundation to improve student attainment.

Key words: Process assessment, Pathophysiology, Questionnaire, Based on the perspective of students

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