形成性评价对于临床流行病学教学效果的影响  

The effect of formative assessment on clinical epidemiology teaching

作　　者：周波[1] 付凌雨[1] 王海龙[1] 吴晓梅[1] 马冰[1] 孙皓[1] 时景璞[1] 

机构地区：[1]中国医科大学附属第一医院临床流行病与循证医学教研室,沈阳110001

出　　处：《中华医学教育杂志》2016年第1期140-142,共3页Chinese Journal of Medical Education

基　　金：中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2012年度医学教育研究立项课题（2012-PG-43）

摘　　要：目的：评估形成性评价对于临床流行病学教学效果的影响。方法选择中国医科大学2009级和2010级临床医学专业学生为研究对象，将其随机分为实验组和对照组。在临床流行病学教学中，实验组在终结性评价基础上加入形成性评价，对照组采用传统的终结式评价。课程结束后，对两组学生进行问卷调查和期末考试，了解临床流行病学教学效果。结果实验组学生在对教师授课内容的理解能力、自主学习思考的能力、掌握的临床研究设计方案的种类方面显著高于对照组学生，而且考试前复习时间显著少于对照组学生。结论临床流行病学教学中增加形成性评价，激发了学生的学习热情，培养了学生的自主学习能力，提高了临床流行病学的教学效果。Objective To evaluate the effect of formative assessment on clinical epidemiolo-gy.Methods Clinical medical students of grade 2009 and 2010 were randomly divided into experimental group and control group in each grade.During clinical epidemiology teaching,experimental group added formative assessment model while control group accepted traditional teaching model.When the course was finished,both the two groups of researched students would be surveyed with questionnaire and get through final exam.Results On the comprehension and thinking ability,the effect of experimental group students studying clinical epidemiology were better than that of control group.Conclusions The survey results showed that clinical epidemiology teaching model reform achieved some success.The studying enthusiasm and abilities of independent study of experimental group students were enhanced.

关 键 词：形成性评价 临床流行病学 教学效果 影响 

分 类 号：R181.32[医药卫生—流行病学]