Chinese Journal of Medical Education ›› 2021, Vol. 41 ›› Issue (4): 372-375.DOI: 10.3760/cma.j.cn115259-20201014-01469

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Implementation status and promotion strategy of formative assessment in undergraduate clinical medical education

Zhang Jin1, Yang Libin2, Zhang Shue3, Zhao Chenxi3, Cao Depin3   

  1. 1Postgraduate,Social Medicine and Health Service Management Major, Enrolled in 2018, School of Health Management, Harbin Medical University, Harbin 150081, China;
    2Center for Higher Education Research and Teaching Quality Evaluation, Harbin Medical University, Harbin 150081, China;
    3Department of Medical Education Management, School of Health Management, Harbin Medical University, Harbin 150081, China
  • Received:2020-10-14 Online:2021-04-01 Published:2021-03-30
  • Contact: Cao Depin, Email: caodp211@163.com, Tel: 0086-451-86669493

Abstract: Objective To understand the current situation of formative assessment in clinical medicine education, and to provide reference information and decision-making basis for better improving students' learning and adjusting teachers' teaching. Methods From November 2019 to August 2020,417 clinical teachers in affiliated hospitals and teaching hospitals of three medical colleges in Heilongjiang Province were investigated by self-made questionnaire of formative evaluation of clinical medical education, and the data were analyzed by descriptive statistical method. Results The overall cognition of clinical teachers to formative assessment was good;the overall average implementation status of formative assessment was (3.73±0.28),and the mean values of each dimension from high to low were evaluation content(3.98±0.64), evaluation feedback(3.97±0.55),evaluation subject(3.49±0.86), evaluation method (3.48±0.76);the overall average effect of formative assessment was (3.74±0.04). Conclusions The current situation of formative assessment of undergraduate clinical medical education is good, but there are some problems, such as the lack of understanding of formative assessment by clinical teachers, the diversity of evaluation subjects and evaluation methods, and so on. It is suggested that we should follow the concept of formative evaluation,develop multiple methods,and participate in multi-dimensional subjects.

Key words: Formative evaluation, Undergraduate, Clinical medical education, Implementation status, Promotion strategy

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