医学教育评价历经学习评价-以评促学-学评融合3个阶段,各阶段评价的关注点分别为终结性评价、形成性评价和程序性评价,并由此出现评价模式和内涵的不断演变。评价目的从判别学习者合格与否的教育测量,转为增加评价的教育效能和催化作用,进而将多种评价方式整合起来,系统评价学习者的核心胜任力。医学教育有必要与时俱进,借助人工智能的发展潮流,逐步改进教育评价的方式与实践,加速胜任力导向医学教育的落实与发展。
Medical education assessment has gone through three stages: assessment of learning, assessment for learning, and assessment as learning. The focus of evaluation in each stage is respectively summative assessment, formative assessment, and programmatic assessment, which has led to the continuous evolution of evaluation models and connotations. The purpose of assessment has shifted from educational measurement to determine whether learners are qualified, to increasing educational effect and catalytic effect of assessment, and then integrating multiple assessment methods to systematically evaluate learners′ core competencies. It is necessary for medical education to keep up with the times and take advantage of the trend of artificial intelligence development to gradually improve the methods and practices of educational assessment, and accelerate the implementation and development of competency-based medical education.
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