中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (4): 372-375.DOI: 10.3760/cma.j.cn115259-20201014-01469

• 医学教育评估 • 上一篇    下一篇

形成性评价在本科临床医学教育中的实施现状与提升策略

张进1, 杨立斌2, 张淑娥3, 赵晨曦3, 曹德品3   

  1. 1哈尔滨医科大学卫生管理学院2018级社会医学与卫生事业管理专业硕士研究生 150081;
    2哈尔滨医科大学高等教育研究与教学质量评估中心 150081;
    3哈尔滨医科大学卫生管理学院医学教育管理教研室 150081
  • 收稿日期:2020-10-14 出版日期:2021-04-01 发布日期:2021-03-30
  • 通讯作者: 曹德品, Email: caodp211@163.com, 电话: 0451-86669493

Implementation status and promotion strategy of formative assessment in undergraduate clinical medical education

Zhang Jin1, Yang Libin2, Zhang Shue3, Zhao Chenxi3, Cao Depin3   

  1. 1Postgraduate,Social Medicine and Health Service Management Major, Enrolled in 2018, School of Health Management, Harbin Medical University, Harbin 150081, China;
    2Center for Higher Education Research and Teaching Quality Evaluation, Harbin Medical University, Harbin 150081, China;
    3Department of Medical Education Management, School of Health Management, Harbin Medical University, Harbin 150081, China
  • Received:2020-10-14 Online:2021-04-01 Published:2021-03-30
  • Contact: Cao Depin, Email: caodp211@163.com, Tel: 0086-451-86669493

摘要: 目的 了解形成性评价在本科临床医学教育中的实施现状,提出提升策略,为改进学生学习和调整教师教学提供依据。方法 2019年11月至2020年8月,采用自制本科临床医学教育形成性评价现状调查问卷,对黑龙江省3所医学院校附属医院和教学医院的417名临床教师进行问卷调查,采用描述性统计方法进行数据处理。结果 临床教师对形成性评价总体认知情况良好;形成性评价实施现状总体评分为(3.73±0.28)分,各维度的评分从高到低分别是评价内容(3.98±0.64)分、评价反馈(3.97±0.55)分、评价主体(3.49±0.86)分、评价方式(3.48±0.76)分;形成性评价效果整体评分为(3.74±0.04)分。结论 本科临床医学教育形成性评价整体实施现状良好,但存在临床教师对形成性评价理解不到位、评价主体和评价方式不够多元化等问题,建议从遵循形成性评价理念、多元方法并举、多维主体参与等方面加以改进。

关键词: 形成性评价, 本科, 临床医学教育, 实施现状, 提升策略

Abstract: Objective To understand the current situation of formative assessment in clinical medicine education, and to provide reference information and decision-making basis for better improving students' learning and adjusting teachers' teaching. Methods From November 2019 to August 2020,417 clinical teachers in affiliated hospitals and teaching hospitals of three medical colleges in Heilongjiang Province were investigated by self-made questionnaire of formative evaluation of clinical medical education, and the data were analyzed by descriptive statistical method. Results The overall cognition of clinical teachers to formative assessment was good;the overall average implementation status of formative assessment was (3.73±0.28),and the mean values of each dimension from high to low were evaluation content(3.98±0.64), evaluation feedback(3.97±0.55),evaluation subject(3.49±0.86), evaluation method (3.48±0.76);the overall average effect of formative assessment was (3.74±0.04). Conclusions The current situation of formative assessment of undergraduate clinical medical education is good, but there are some problems, such as the lack of understanding of formative assessment by clinical teachers, the diversity of evaluation subjects and evaluation methods, and so on. It is suggested that we should follow the concept of formative evaluation,develop multiple methods,and participate in multi-dimensional subjects.

Key words: Formative evaluation, Undergraduate, Clinical medical education, Implementation status, Promotion strategy

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