《中医诊断学》形成性评价效果问卷调查分析报告

目的:了解中医专业本科生对《中医诊断学》形成性评价各环节的认可程度,为今后改进教学、促进师生互动、提高教学质量提供参考依据。方法:对刚实施过《中医诊断学》课程形成性评价的中医、中西医结合专业大学二年级本科生开展网络问卷调查,内容涉及形成性评价方案的各环节。结果:共调查267名学生,课程喜欢度:67%的学生喜欢本课程、31%一般喜欢、2%不喜欢;考勤认可度:认为很有必要的占32%,应偶尔进行的占55%,没必要的占13%;互评认可度:认为很有必要的占34%,应偶尔进行的占52%,没必要的占14%;默写认可度:认为默写对学习帮助很大的占31%,比较大的占37%,一般的占28%,没有帮助的占4%;实训认可度:认为实训对学习帮助很大的占33%,比较大的占44%,一般的占21%,没有帮助的占2%。结论:形成性评价方式受到广大学生的喜爱,对《中诊》课程来说,实施形成性评价势在必行,但具体的方案尚需在实践中不断完善。

Objective is to understand the degree of recognition of the formative evaluation of Chinese medical students for the formation of traditional Chinese medicine, to provide reference for improving teaching, promoting in- teraction between teachers and students, and improving the quality of teaching. Methods involve a questionnaire survey carried out on the second year undergraduate students of Chinese medicine, Chinese traditional medicine and Western medicine, who have just carried out the formative assessment of TCM diagnostics. The 267 students were investigated, and the result is that 67% of the students love this course, 31% general, 2% do not love; Attendance recognition is that 32% of the students feel it necessary to do; 55% of the students feel it should be done occasionally; 13% of the students feel it unnecessary to do; As for mutual evaluation ： that 34% of the students feel it necessary to do; 52% of the students feel it should be done occasionally; 14% of the students feel it unnecessary to do; 31% of the students think dictation to be a great help to studying, 37% of the students think dictation to be a relatively help to studying, 28% of the students think dictation to be a general help to studying, 4% of the students think dictation has no help to studying; Degree of recognition of training is that 33% of the students think training to be a great help to studying, 44% of the students think training to be a relatively help to studying, 21% of the students think training to be a general help to studying, 2% of the students think training has no help to studying. Conclusion is that the formative evaluation is loved by the majority of students. Therefore, on the clinical course, the implementation of formative assessment is imperative, but the program still need to constantly improved in practice.