《眼视光器械学》课程学业评价体系实践研究

A Practical Research on Academic Evaluation System of Optometry Equipment

目的探索研究以“多维、双向、全程、反馈”为核心的《眼视光器械学》课程学业评价体系的应用效果。方法选择南京医科大学2016级和2018级眼视光学专业学生共46名,按照入学年份分为两组,每组各23名学生,试验组纳入2018级学生,采用以“多维、双向、全程、反馈”为核心的课程学业评价体系;对照组纳入2016级学生,采用传统课程学业评价模式。通过对比《眼视光器械学》课程终结性评价、学生综合能力培养情况和教考过程中师生互动情况,评估不同的课程学业评价体系对两组学生教学质量以及学生综合素质培养的影响。结果(1)《眼视光器械学》课程终结性评价比较:课程理论考核成绩,试验组(72.2±9.9)分与对照组(73.3±12.8)分比较,差异无统计学意义(P>0.05);课程操作考核成绩,试验组(92.4±2.6)分与对照组(93.0±4.0)分比较,差异无统计学意义(P>0.05)。(2)学生综合能力培养情况比较:试验组临床思维考核成绩(80.0±11.3)分高于对照组(63.5±9.0)分,差异具有统计学意义(P<0.05);试验组科研技能考核成绩(82.9±2.3)分高于对照组(76.6±8.6)分,差异具有统计学意义(P<0.05)。(3)师生互动情况,试验组的师生参与人次数分别为87人次和1932人次,明显高于对照组48人次和1104人次(P<0.05)。结论以“多维、双向、全程、反馈”为核心的课程学业评价体系能够全面、客观地评价《眼视光器械学》课程教学效果,有效提升课程的教学质量以及学生综合素质。

Objective To explore and study the application effect of the academic evaluation system of Optometry Equipment with"multi-dimension,two-way,whole process and feedback"as the core.Methods Totally 46 students majoring in optometry of Nanjing Medical University in 2016 and 2018 participated in this study.The students were divided into two groups by year of enrollment,23 students in each group.The students in the experimental group enrolled in 2018 adopted the academic evaluation system with"multi-dimension,two-way,whole process and feedback"as the core while the students in the control group enrolled in 2016 being applied the traditional academic evaluation mode.By comparing the results of summative evaluation of Optometry Equipment,students’comprehensive abilities and the interaction between teachers and students during teaching and examination,this study evaluated the impact of different academic evaluation systems on the quality of curriculum teaching and the cultivation of students’comprehensive quality.Results(1)Comparison of the summative evaluation of Optometry Equipment:theoretical assessment results:the scores of the experimental group and control group were(72.2±9.9)and(73.3±12.8)respectively,and the difference was not statistically significant(P>0.05).Operation assessment results:the scores of the experimental group and control group were(92.4±2.6)and(93.0±4.0)respectively,and the difference was not statistically significant(P>0.05).(2)Comparison of the results of students’comprehensive abilities:clinical thinking assessment results:the score(80,0±11.3)of the experimental group was higher than that(63.5±9.0)of the control group,and the difference was statistically significant(P<0.05).Assessment of scientific research skills results:the score(82.9±2.3)of the experimental group was higher than that(76.6±8.6)of the control group,and the difference was statistically significant(P<0.05).(3)Comparison of teacher-student interaction:the number of teacher-student participant in the experimental group was 87 and 1932 respectively,which was much more than that(48 and 1104)in the control group(P<0.05).Conclusions The academic evaluation system with"multi-dimension,two-way,whole process and feedback"as the core will evaluate the teaching effect of Optometry Equipment more comprehensively and objectively,and effectively improve the quality of teaching and the comprehensive quality of students.