Abstract: Objective To evaluate the “process assessment + final assessment” assessment system in pathophysiology from the perspective of students.Methods A total of 570 students from Peking University in clinical medicine, basic medicine, stomatology, preventive medicine, medical English, nursing and medical experiments in 2016 were selected as the research objects,we conducted a questionnaire survey from multiple aspects,including assessment effect,assessment content and performance,self-writing scenario simulation or case analysis questions,and impact on learning pathophysiology.Results 95.0% (541/570) students suggested to continue to use “process assessment + final assessment” in the course of pathophysiology in the future;92.9%(530/570)students believed that the assessment methods of case analysis and situational multiple choice questions played a role in understanding and using theoretical knowledge; 88.9% (507/570) students agreed with the assessment methods of situational multiple choice questions or case analysis written by their classmates. The novel assessment system not only helps students to review and consolidate basic knowledge (6.97), analyze problems with learned knowledge (4.64), and integrate basic and clinical knowledge (3.94), but also helps to improve students' abilities of autonomous learning (2.58) and team cooperation (1.42).Conclusions Students think that a reasonable and effective assessment and evaluation system will provide solid foundation to improve student attainment.

Key words: Process assessment, Pathophysiology, Questionnaire, Based on the perspective of students