形成性评估对医学生基本生命支持技能与知识保留的影响  

The effect of a formative assessment on skill and knowledge retention of basic life support in medical students

作　　者：李崎[1] 林静[1] 肖红[1] 马尔丽[1] 梁鹏[1] 石庭伟[1] 方利群[1] 罗朝志[1] 刘进[1] 

机构地区：[1]四川大学华西医院麻醉科,成都610041

出　　处：《中华医学教育探索杂志》2014年第10期1018-1021,共4页Chinese Journal of Medical Education Research

基　　金：四川省教育厅2014年研究生教育改革创新项目（2014-JY-014）

摘　　要：目的观察形成性评估对医学生基本生命支持（basic life support，BLS）技能与知识保留的影响。方法237名医学生随机分入对照组（C组，115人）与试验组（F组，122人）。所有学生完成BLS理论大课后，接受BLS理论测试。随后，C组接受技能培训。而F组学生在BLS培训前先接受BLS技能评估。之后，依据F组学生在技能评估中的操作给予反馈，再进行BLS技能培训。两组在培训结束时及培训后1、3、6个月时再次接受BLS技能评估和理论测试。组问成绩比较采用单因素方差分析。结果培训结束时F组技能评估成绩[（85．2±7．3）分]优于C组[（68．2±13．2）分]，差异有统计学意义（P=0.00）；随访各时间点F组技能评估成绩也均优于C组（P〈0.05）。随访中F组在培训后3个月和6个月时的理论测试成绩优于C组（P〈0.05）。结论形成性评估可以显著改进医学生BLS技能与知识的保留。Objective To investigate the effect of a formative assessment on skill and knowledge retention of basic life support（BLS） in medical students. Methods 237 undergraduate medical students were randomized into the control group（C group）or the interventional group（F group）. A BLS lecture was followed by a BLS knowledge assessment in both groups. And then, the C group received BLS training. In the F group, a BLS skill assessment was conducted before training and feedback corresponding to students＇ error in the skill assessment was given. Then BLS training was followed in the F group. BLS skill and knowledge were assessed immediately after training and at follow up. One- way ANOVA test was used to compare the difference of theory and skill between the two groups. Results Better skill was observed in the F group immediately after training[FO=（85.2±7.3）vs. CO= （68.2±13.2）, P=0.00] and at follow up, compared with C group. And better knowledge was observed in the F group at 3 and 6-month after the initial training. Conclusion A formative assessment significantly improved skill and knowledge retention of BLS in medical students.

关 键 词：基本生命支持 模拟教学 形成性评估 

分 类 号：R605.97[医药卫生—急诊医学]