“医学影像诊断学”教学中形成性评价体系的研究

Research on the formative evaluation system in“Medical Imaging Diagnostics”teaching

目的:探讨“医学影像诊断学”形成性评价的体系及其构建。方法:选取2020年9月—2021年1月新疆医科大学医学影像学(汉)2017-2本科生60名,构建该课程的评价指标体系。两种评价组均使用第4版《医学影像诊断学》(人民卫生出版社)。终结性评价组:仅对学生进行期终测验。形成性评价和终结性评价结合组(按照评价体系占比)的成绩:形成性评价指标占30%,终结性评价占70%,对学生进行测验。结果:形成性评价和终结性评价结合组成绩明显高于终结性评价组,差异有统计学意义(P<0.05)。结论:在“医学影像诊断学”教学形成性评价过程中,采用形成性评价教学体系,建立有效的反馈和激励机制,有利于更好地提升“医学影像诊断学”的教学质量和学生综合素质,提高教师教学水平和学生学习效率。

Objective:To explore the formative evaluation system of“Medical Image Diagnostics”,and to research on the construction of formative evaluation system.Methods:A total of 60 undergraduates of Medical Imaging(HAN)of Xinjiang Medical University from September 2020 to January 2021 were selected to construct the evaluation index system of this course.Both evaluation groups used the 4th edition of Medical Imaging Diagnostics(People’s Medical Publishing House).Summative evaluation group:students were only given a final exam.Results of the combination group of formative evaluation and summative evaluation(according to the proportion of the evaluation system):formative evaluation index accounted for 30%,the summative evaluation accounted for 70%,and the students were given a test.Results:The result of the combination of formative evaluation and summative evaluation was significantly higher than that of the summative evaluation group,the difference was statistically significant(P<0.05).Conclusion:In the formative evaluation process of“Medical Imaging Diagnostics”teaching,the adoption of formative evaluation teaching system and the establishment of effective feedback and incentive mechanism are beneficial to better improving the teaching quality of“Medical Imaging Diagnostics”and the comprehensive quality of students,and improving the teaching level of teachers and the learning efficiency of students.