不同评价者对基于问题的学习中护理本科生表现的评价研究

Research on assessments of student performance by different evaluators in problem-based learning

目的探讨基于问题的学习（PBL）中护理本科生表现的自评、互评和教师评价情况及三者之间的关系。方法2008年对哈尔滨医科大学2006级护理本科生的内科护理学课程进行了PBL教学改革，109名护生和22名指导教师对学生在5个PBL案例中的学习表现进行了评价，包括自评、互评和教师评，比较3种评价方式间的差别，并进行三者之间的相关性检验。结果3种评价方式的总分和5方面得分均为自评〉互评〉教师评；除自评-互评在准备方面比较差异无统计学意义外，3种评价方式在总分及其余各方面的两两比较差异均有统计学意义（P均〈0．05），一致性检验的ICC值在0．06-0．14之间。自评与教师评在总分及4个方面均存在一定程度的相关性，互评与教师评在准备方面存在低度正相关，自评与互评在交流技能方面存在低度负相关。结论不同评价者对PBL教学中学生表现的评价存在一定差异，护理教育者应构建完善的评价系统，对学生的表现进行客观、真实、有效的评价。

Objective To identify the self,peer,and faculty assessments of student performance in a problem-based learning （PBL） course,and analyze the relationships among them. Methods We reformed the teaching and assessment methods among undergraduate nursing students in 2008 and assessed the student performance by self,peer and faculty. We compared the three assessment types and measured the association among them. Results There existed a self〉peer〉faculty relationship in terms of the total and five domains of the three types and the pairwise comparisons among them showed statistically significant difference（P〈0.05）. Intraclass Correlation Coefficients （ICC） ranged from 0.06 to 0.14. Spearman rank correlation analysis showed that the correlation of the total and four domains of self-faculty were significant. For the preparation score,the peerfaculty correlation existed weak positive association,and the self-peer correlation on communication was low negative association. Conclusions The effects of the three rating types were different significantly,we should set up a diversified assessment system to evaluate the student performance objectively and effectively.