中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (2): 308-310.DOI: 10.3760/cma.j.issn.1673-677X.2018.02.032

• 医学教育评估 • 上一篇    下一篇

形成性评价在本科生骨科学临床教学中的应用

李景峰, 王欣, 蔡林   

  1. 430071 武汉大学中南医院骨科
  • 收稿日期:2017-09-01 出版日期:2018-04-01 发布日期:2020-12-08
  • 通讯作者: 王欣,Email:wangxin11@21cn.com
  • 基金资助:
    中华医学会医学教育分会中国高等教育学会医学教育专业委员会医学教育研究课题（2016B-LC037）; 武汉大学医学部教学研究项目（2017034）

The application of the formative assessment in orthopedic clinical teaching for undergraduates

Li Jingfeng, Wang Xin, Cai Lin   

  1. Department of Orthopedics, Zhongnan Hospital of Wuhan University, Wuhan 430071, China
  • Received:2017-09-01 Online:2018-04-01 Published:2020-12-08
  • Contact: Wang Xin, Email: wangxin11@21cn.com
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-LC037); Wuhan University School of Medicine Teaching Research Project (2017034)

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摘要： 目的 探讨形成性评价在本科生骨科学临床教学中的应用与效果。方法 选择武汉大学2012级临床医学专业80名本科生为研究对象, 随机分为实验组和对照组,每组40人。骨科学临床教学中,实验组采用形成性评价, 对照组采用终结性评价。教学结束后,以出科考试和问卷调查形式进行教学效果评价。结果 实验组学生出科考试成绩明显高于对照组学生,差异具有统计学意义（P<0.05）。问卷调查结果显示,实验组学生对骨科学临床教学的评价明显高于对照组学生,实验组学生对教学的满意度也明显要高于对照组学生,且差异均具有统计学意义（均P<0．05）。结论 形成性评价在本科生骨科学临床教学中的应用有利于提高学生的学习成绩,提高教学质量。

关键词: 形成性评价, 骨科学, 本科生, 临床教学

Abstract: Objective To discuss the application and effect of formative assessment in orthopedic undergraduate clinical teaching for undergraduates. Methods To choose 80 clinical medicine undergraduates in grade 2012 of Wuhan University as the research objectwhich were randomly divided into experimental group and control groupwith 40 undergraduates in each group. In orthopedic undergraduate teaching, experimental group was used by the formative assessment, and control group was used by traditional summative evaluation. After teaching finished the result and effect of teaching evaluation were evaluated by the examination and questionnaire survey. Results The examination scores in the experimental group were significantly higher than those of the control group, which had significant statistical difference (P<0.05). The questionnaire results showed that the scores in the experimental group were significantly higher than those of the control group and the satisfaction of students in the experimental group was also significantly better than that in the control group, there were significant statistical difference (all P<0.05). Conclusions Formative assessment used in orthopedic undergraduate teaching could improve students’ scores and improve the quality of teaching.

Key words: Formative assessment, Orthopedics, Undergraduates, Clinical Teaching