医药学教育中“形成性评价”教学研究特征分析

Analysis on the Characteristics of“Formative Assessment”in Medical Education

目的:分析探讨医药学教育中“形成性评价”教学元素的特征,以期为我国开展教学评价改革提供借鉴和参考。方法:检索中国知网、万方数据知识服务平台、中国生物医学文献数据库及维普资讯网,获取医药学教育领域“形成性评价”教学研究,筛选后应用Excel软件提取所纳入研究中的“形成性评价”元素信息并进行描述性分析。通过MindMaster和GraphPad Prism软件分别绘制思维导图和柱状图,采用VOS viewer软件生成聚类图进行可视化分析。结果:形成性评价教学法在课堂应用较临床教学应用多,该部分成绩在总成绩中的占比以40%、50%居多;考核元素种类覆盖较广,前3名分别为考勤、作业和课堂表现;应用策略包括第一课堂、第二课堂、第三课堂等。形成性评价教学常与问题教学法和案例教学法联合应用,依靠网络教学平台辅助以及建立即时通讯交流平台来协助达成教学评价,多通过问卷调查法开展教学效果评价。结论:形成性评价教学注重教学过程的动态评价和指导,有助于“教学相长”,值得在医学理论和实践教学中推广应用。

Objective:To provide reference for teaching evaluation reform by analyzing the characteristics of formative assessment teaching elements in the field of medical education. Methods:CNKI,Wanfang,CBM and VIP databases were retrieved to obtain the literatures on teaching research of " formative evaluation" in the field of medical education. After screening, Excel software was used to extract the element information of " formative assessment" and conduct descriptive analysis. Mind Master and GraphPad Prism software were used to draw mind maps and histograms respectively, and cluster diagrams were generated by VOS viewer software for visual analysis. Results:The formative assessment teaching method was applied more in the classroom teaching than in the clinical teaching. The proportion of formative assessment score in the total score was mostly 40% or 50%. The types of assessment elements covered a wide range,and the top three were attendance, homework and classroom performance. The application strategies included First Classroom, Second Classroom, Third Classroom, etc. Formative assessment teaching was often combined with the problem-based learning method and case-based learning method,relying on the assistance of the network teaching platform and the establishment of instant communication platform to assist teaching evaluation,and questionnaire survey method was often carried out to evaluate teaching effect. Conclusion: The formative assessment teaching focuses on the dynamic evaluation and guidance during the teaching process, which is conducive to " teaching and learning", and is worthy of popularization and application in medical theory and practice teaching.