形成性评价在循证医学本科教学中的探索与实践

Exploration and Practice of Formative Evaluation in Undergraduate Teaching of Evidence-Based Medicine

目的:探索形成性评价在本科循证医学教学的教学效果研究。方法:将新疆医科大学2018年度循证医学教学中未实行形成性评价的6个本科班的学生作为对照组,2019年度实施形成性评价的临床医学专业6个班级作为实验组,实验组420人进行形成性评价教学模式授课及分组汇报式考试。对照组2015级400人按照传统教学方法授课和闭卷考试。通过课堂抬头率,同学参与程度,期末考试和调查问卷形式对2组本科生进行教学效果对比研究。结果:实验组的课堂抬头率、参与度、考试通过率和平均分及满意度均明显高于对照组。结论:形成性评价相较于传统教学具有明显优势,在循证医学教学中值得推广。

Objective:To explore the teaching effect of formative evaluation in evidence-based medicine teaching.Methods:Six undergraduate classes of Xinjiang Medical University that did not implement formative assessment in evidence-based medicine teaching in 2018 were taken as the control group,six classes of clinical medicine that implemented formative assessment in 2019 were taken as the experimental group,and 420 students in the experimental group took formative assessment teaching mode and group report type examination.In the control group,400 students of 2015 grade were taught in accordance with traditional teaching methods and closed book examination.The teaching effect of two groups of undergraduates was compared through the form of class head up rate,students’participation,final examination and questionnaire.Results:The rate of head up,participation,passing rate,average score and satisfaction of the experimental group were significantly higher than those in the control group.Conclusion:Compared with traditional teaching,formative evaluation has obvious advantages and is worth popularizing in evidence-based medicine teaching.