CBL联合形成性评价在病理生理学教学中的实践与探索

Practice and significance of Pathophysiology teaching based on CBL combined with Formative Assessment

目的 探索CBL联合形成性评价在病理生理学教学中的应用效果。方法 选择中山大学医学院临床医学专业2017级一大班和二大班共219名学生为研究对象。其中,一大班的学生为对照组(n=107),二大班的学生为试验组(n=112)。对照组采用传统教学,试验组采用CBL联合形成性评价的教学实践创新模式。通过比较分析两组3次测试成绩和学生满意度,评价两组教学效果。结果 试验组3次测试成绩均高于对照组,试验组以及对照组第1次测试成绩分别为(54.68±15.99)分、(51.29±11.51)分,第2次测试成绩分别为(62.58±15.81)分、(53.61±13.19)分,章节测试成绩分别为(71.63±13.53)分、(70.95±10.10)分,其中第2次测试成绩的差异具有统计学意义(P<0.01)。此外,学生对新模式的教学满意度高于传统教学模式。结论 CBL联合形成性评价不仅有利于学生学习以及掌握病理生理学理论知识,而且对调动学生的学习积极性、培养临床思维、交流协作能力等都有很大帮助。

Objective To analyze the significance of CBL combined with Formative Assessment in Pathophysiology teaching. Methods 219 students from Class 1 and 2 who enrolled in 2017 and major in Clinical Medicine in School of Medicine of Sun Yat-sen University were chosen as the objects and divided into the control group(Class 1, 107 students) and the experimental group(Class 2, 112 students). Traditional teaching was given to the control group, while CBL combined with Formative Assessment teaching mode was adopted in the experimental group. Three test scores and students’ satisfaction of the two groups were collected and compared to evaluate the teaching effect. Results The test scores of the experimental group were higher than those of the control group in three tests. In the first test, scores of the experimental group and the control group were(54.68±15.99) and(51.29±11.51) respectively. In the second test, the experimental group acquired(62.58±15.81), while the control group obtained(53.61±13.19). In the chapter test, scores of the experimental group and the control group were(71.63±13.53) and(70.95±10.10) respectively. The second test scores were statistically significant(P<0.01). Additionally, students showed higher satisfaction with the new teaching mode than the traditional mode. Conclusion CBL combined with Formative Assessment is not only beneficial for students to master the theoretical knowledge of Pathophysiology, but also helpful for students to mobilize their learning enthusiasm, cultivate their clinical thinking and communication and cooperation ability.