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。

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.