目的 本研究对临床医学专业本科生过程性考核成绩及其权重与终结性考核成绩的关系进行探索分析。 方法 基于2024年桂林医科大学2018至2020级五年制临床医学专业本科生的11门系统疾病整合课程成绩及其权重分配等数据,采用描述性统计、相关性分析与秩和检验等方法进行数据分析。 结果 学生过程性考核成绩与终结性考核成绩之间的相关性分析显示,在29个“1门课程+1种过程性考核权重”的组合单元中,6个单元相关系数0.4＜r≤0.7,12个单元0.2＜r≤0.4,7个单元|r|≤0.2,均P<0.05。差异性检验结果显示,有9门课程在不同过程性考核权重下的终结性考核成绩差异具有统计学意义(均P＜0.05),成对比较表明,当过程性考核成绩权重为50%时,学生的终结性考核成绩高于权重为40%和30%时。 结论 临床医学专业本科生过程性考核成绩与终结性考核成绩之间的相关性较低,但过程性考核的权重设置对学生终结性考核成绩具有一定影响。过程性考核应当注重合理设置权重、科学设计考核形式、加强管理与服务和客观公正评定成绩,以充分发挥其促进学习与改进教学的作用。

Objective This study aims to explore and analyze the relationship between the process assessment scores and their weights of undergraduate students majoring in clinical medicine and their summative assessment scores. Methods Based on the data such as the scores and their weight distribution of the 11 integrated curriculum courses on systematic diseases for five-year-program undergraduate students majoring in clinical medicine from grade 2018 to grade 2020 of Guilin Medical University in 2024, descriptive statistics, correlation analysis, and rank sum test were used for data analysis. Results The correlation analysis between students′ process assessment scores and summative assessment scores showed that, among the 29 combined units of “1 course + 1 process assessment weight”, the correlation coefficient (r) of 6 units was between 0.4 and 0.7 (0.4<r≤0.7), 12 units had an r between 0.2 and 0.4 (0.2<r≤0.4), and 7 units had an absolute value of r not exceeding 0.2 (|r|≤0.2), with all P-values less than 0.05 (P<0.05). The results of the difference test indicated that, under different process assessment weights, the summative assessment scores of 9 courses showed statistically significant (all P<0.05); Pairwise comparisons revealed that, when the weight of process assessment scores was 50%, students′ summative assessment scores were higher than those when the weight was 40% and 30%. Conclusions The correlation between students′ process assessment scores and summative assessment scores is relatively low, but the weight setting of process assessment has a certain impact on students′ summative assessment scores. In order to fully play process assessment′s role of promoting student′s learning and improving teacher′s teaching, the weight′s setting should be more reasonable, the design of assessment forms should be more evidence-informed, the management and services should be more learner-centered; and the score′s evaluating should be more objective and impartial.