“医学影像诊断学”教学中形成性评价不同评价方式的研究

Study on different evaluation methods of formative evaluation in“Medical Imaging Diagnostics”teaching

目的:探讨“医学影像诊断学”形成性评价不同评价方式的构建体系,制定形成性评价的最优构建方式。方法:选取2020年9月-2021年1月、2021年3月-7月,新疆医科大学医学影像学(汉)2017-2本科生60名(影像一班)、医学影像学(汉)2018-2本科生68名(影像二班);两个班级均使用第4版《医学影像诊断学》(人民卫生出版社)。分别进行“医学影像诊断学”理论授课,形成性评价指标占40%,期末测试占60%,按照不同构成体系进行形成性评价体系占比评价。分别实行:影像一班考勤10%,课后作业15%,课前测验15%(大题);影像二班考勤10%,课后作业15%,随堂测验15%(网络平台测试),对学生进行测验。结果:影像一班综合性评价及形成性评价成绩明显高于影像二班,差异有统计学意义(P<0.05)。结论:“医学影像诊断学”教学中,采用不同的形成性评价构建体系,建立最适合学生的评价方式,能更好地促进教师教学水平和教学质量的提升,提高学生综合素质和学习效率。

To explore the construction system of different evaluation methods of formative evaluation of"MedicalImaging Diagnostics", and to formulate the optimal construction method for formative evaluation. Methods: A total of 602017-2 undergraduate students(Imaging Class 1)and 2018-2 68 undergraduate students(Imaging Class 2)ofmedical imaging(Han)from September 2020 to January 2021 and March 2021 to July 2021 were selected fromXinjiang Medical University. Both classes use the 4 th edition of Medical Imaging Diagnostics(People’s MedicalPublishing House)."Medical Imaging Diagnostics"theory is taught separately, with formative evaluation indexaccounting for 40% and final test accounting for 60%. Formative evaluation system is carried out according to differentconstituent systems, respectively. Imaging Class 1, attendance 10%, homework 15%, pre-class test 15%(bigquestions);Imaging Class 2: attendance 10%, homework 15%, in-class test 15%(online platform test), students arequizzed. Results: The scores of comprehensive evaluation and formative evaluation in Imaging Class 1 weresignificantly higher than those in Imaging Class 2, and the difference was statistically significant(P < 0.05).Conclusion: In the teaching of medical imaging diagnostics, different formative evaluation systems are adopted toestablish the most suitable evaluation methods for students, which can better improve the teaching level and teachingquality of teachers, and improve the comprehensive quality and learning efficiency of students.