形成性评价结合CBL在融通教学中的应用

Application of Formative Evaluation Combined With CBL in Integrated Teaching

以案例为基础的学习方法(case-based learning,CBL)是医学教育体系中常用的方法。本院于2016年下半年起在内科学课程中开展“主动见习通融教学”,在此过程中,CBL教学法充当了临床教学的主要教学方法,获得广大师生的一致好评。但是本院在施教过程中也发现,CBL教学法的实施对用来教学的临床病例、老师的讲授及课堂提问设置等的要求均较高,而在教学过程中目前还没有针对CBL教学全面、灵活且有效的评价方法。文章将就此议题展开讨论,阐述形成性评价体系的定义及方法,分析形成性评价体系与CBL教学法结合的可能性,并进一步规划形成性评价体系在CBL教学过程中的构建方案,探讨形成性评价体系如何科学评价CBL教学,同时加入有效反馈的方法,及时给予教师评价反馈,以便于教师及时改进教学进度及提问设置等,从而促进教学持续质量改进,达到该教学周期内不断提高教学质量的目的。

Case-based learning(CBL)is commonly used in the medical education system.In the second half of 2016,our hospital has started to carry out"proactive probation,integrated teaching"in internal medicine courses.In this process,the CBL teaching method,served as the main teaching method of clinical teaching,was well received by teachers and students.However,during the teaching process,we found that the CBL teaching method had high requirements for the clinical cases used for teaching,the teacher’s teaching and the setting of classroom questions,etc.,and there was no overall,flexible or effective assessment method of the CBL teaching.This article will discuss this topic,elaborate the definition and method of formative evaluation system,analyze the possibility of combining formative evaluation system with CBL teaching method,and further plan the construction scheme of formative evaluation system in the CBL teaching process.We will measure of how the formulative evaluation system scientifically evaluates the CBL teaching,and at the same time add effective feedback methods to give teachers evaluation feedback in time,so that teachers can improve the teaching progress and question settings in time,so as to promote continuous improvement of teaching quality,and achieve the goal of continuous advance in teaching quality during the teaching cycle.