形成性评价在长学制医学生PBL临床教学中的应用及改进  

The application and improvement measures of the formative assessment in PBL clinical teaching for long-schooling program

作　　者：沈丹[1] 雷红[2] 陈敏[1] 

机构地区：[1]武汉大学中南医院综合医疗科,430071 [2]武汉大学医学部第二临床学院教学办公室,430071

出　　处：《中华医学教育探索杂志》2017年第1期45-48,共4页Chinese Journal of Medical Education Research

摘　　要：形成性评价与以问题为基础的学习（problem-based learning, PBL ）理念相契合，是对教学全过程作出的即时、动态、持续观察和评价。我校在长学制医学生PBL临床课程中采用了形成性评价方式；即自制学生互评表和教师评估表，在每次课结束前10min让学生进行自评、互评，然后教师点评；由每次课的组长和教师结合学生本堂课表现与自评、互评分数，分别从表达能力、提问能力、沟通能力、协调能力和查阅能力五方面，对每位学生进行评分。案例学习结束时，学生书写自我评估报告，由教师书面点评、评分并及时反馈，最后成绩作为资料归档而不计入学科总成绩。形成性评价的应用促进了PBL课程教学效果；但后续实践中需针对性解决师资力量不足，学生自评和互评的公正性、认可度不高，少数学生有懈怠心理等问题。Formative assessment is in conformity with the teaching concept of problem-based learn- ing （PBL）. It is to make a real-time, dynamic and sustainable observation and evaluation in the whole teaching process. It is helpful to improve learning and teaching continuously. The PBL clinical teaching courses of long-schooling program in our school obtained the certain effect. It used the formative evaluation mode. The homemade students mutual table and teacher evaluation table were used in PBL course. Specifi- cally, students＇ self-evaluation and mutual-evaluation were made, and then teacher gave some comments in 10 minutes before the end of each class. Every student was scored by the group leader and teacher according to all these abilities, such as the power of expression, question ability, communication skills, coordination skills and the ability to access. At the end of one case study students wrote self assessment reports, and then the teacher wrote reviews, graded and gave feedback to students. However, the final scores were archived as data instead of being part of the course grade. The application of formative assessment has promoted the teaching effect of PBL. However, in the following practice, teachers should be targeted to solve the problems such as lack of teachers, the students＇ self evaluation and mutual evaluation being not fair and highly recognized, and a few students having slack psychology.

关 键 词：形成性评价 以问题为基础的学习 长学制医学生 改进措施 

分 类 号：R-4[医药卫生]