摘要
目的研究形成性考核在以病例为模块的教学法中的应用效果;方法 2014级临床医学专业学生作为研究对象,一班96人使用传统教学法和期终闭卷笔试法考核,二班92人采用基于病例模块教学法和形成性考核,以期终统一考试和问卷调查进行教学效果评价。结果相同教学大纲和教学内容,传统教学法和期终闭卷笔试法考核的学生期末平均考试成绩74.6分,基于病例模块教学法和形成性考核的学生期末平均考试成绩79.2分。问卷调查显示形成性考核可以调动学生的积极性,培养学生的自主学习能力,提高实际技能。结论基于病例模块教学法和形成性考核的教学效果和总成绩明显优于传统教学法。
For evaluating the application effect of formative assessment in the cases-based modularity teaching method,we take2014-grade clinical medical students as the research objects.The traditional teaching method and the final closed-book examination were used for all96students in Class I and the cases-based modularity teaching method and formative assessment were used for all92students in Class II.Evaluation of teaching effectiveness was performed by the final examination and questionnaire survey.With same teaching syllabus and teaching content,average scores of Class I teaching by traditional teaching method was74.6and average scores of Class II teaching by cases-based modularity teaching method and formative assessment was79.2.Questionnaire survey shows that formative assessment can mobilize the enthusiasm of the students,cultivate students'autonomous learning ability and improve the practical skills.Conclusion:Teaching effectiveness of cases-based modularity teaching method and formative assessment were significant better than traditional teaching method and the final closed-book examination.
作者
蔡成松
沈悦娣
许航
潘建
柯强
江雪玲
CAI Cheng-song;SHEN Yue-di;XU Hang;PAN Jian;KE Qiang;JIANG Xue-ling(Department of Diagnostics,School of Medicine,Hangzhou Normal University,Hangzhou 310015,China)
出处
《教育教学论坛》
2017年第21期156-157,共2页
Education And Teaching Forum
基金
杭州师范大学校教学改革项目
<诊断学>形成性考核评价体系的构建与实践
关键词
诊断学
形成性考核
病例模块
问卷调查
diagnostics
formative assessment
cases-based modularity teaching
questionnaire survey
