基于线上便携式多元化反馈在物理诊断学形成性考核中的应用

Application of diversified mobile in-app feedback tools in formative assessment of the course Physical Diagnosis

目的探讨线上便携式多元化反馈在物理诊断学形成性考核中的应用。方法以北京中医药大学2017级中医学五年制班、2017级卓越中西医班学生为对照组,采用传统考核及反馈模式。以2018级同专业班级学生为试验组,采用线上便携式多元化反馈机制的形成性考核模式,对比两组的平时成绩、期末成绩,以问卷调查形式进行反馈。结果试验组课堂测验、病历书写、期末考试总成绩均优于对照组(P<0.05),两组技能操作分数差异无统计学意义(P>0.05)。调查问卷结果学生对该授课模式满意,学习效率、学习自由度增加,可以增加学习自主性及对知识的理解和运用能力。结论基于手机APP和学生移动学习的习惯,建立线上便携式互动平台可以有效补充线下传统教学,优化物理诊断学的教学过程,对于提高课程教学质量有着重要的意义。

Objective To explore the application of multiple mobile in-app feedback tools in formative assessment in the course Physical Diagnosis.Methods The control group of our study included students in the Class of 2022 of the five-year program of Chinese Medicine and those in the Class of 2025 of the honors program of Integrated Chinese and Western Medicine at Beijing University of Chinese Medicine.Traditional ways of assessment and feedback were employed in the assessment of the control group.The experimental group recruited students in the Class of 2023 and the Class of 2026 of the two programs respectively.Diversified ways of evaluation based on mobile in-app feedback tools were adopted in the formative assessment of the experimental group.Results The scores of classroom tests,case history writing and final examination of students in the experimental group were better than those in the control group(P<0.05)while there was no statistically significant difference in the scores of clinical diagnostic skills between the two groups(P>0.05).In addition,the questionnaire results showed that students in the experimental group were satisfied with the new ways of feedback,and their learning efficiency and learner autonomy were increased,which could improve their learning initiative and ability to understand and use knowledge.Conclusion In view of the popularity of the mobile phone apps and the mobile learning habits of students,the establishment of mobile interactive assessment platform could effectively complement the offline traditional teaching,thus optimizing the teaching process and quality of Physical Diagnosis.