检验医学生临床实践技能形成性评价的思考与探索  

Thinking and exploration of formative assessment in the clinical practice skills teaching of laboratory medicine

作　　者：王梅华[1] 曹颖平[1] 郑培烝[1] 张敬喜[1] 张晓琍[1] 潘玉红[1] 陈志新[1] 俞萍丽[1] 

机构地区：[1]福建医科大学附属协和医院检验科福建医科大学协和临床医学院福建医科大学医学技术与工程学院检验系,福州350001

出　　处：《中华检验医学杂志》2017年第7期552-554,共3页Chinese Journal of Laboratory Medicine

摘　　要：结合对检验系20多年的临床检验实习带教经验和检验医学专业特点,构建形成性评价理论体系,以其指导检验医学生的临床实践.基于网络题库的建设,实习生通过网络题库自测,了解自己是否已达到阶段目标、存在的问题及今后的努力方向,从而调动学生的学习积极性和主动性,增强其自信心.分析体系运行情况,建立学生实习档案资料,包括笔记、周记、小组讨论、自测成绩、带教老师和同伴的评价资料等.利用自媒体,以小组为单位建立师生QQ群、微信群,能及时发现实习过程中的问题,并采取相应的改进措施.建立和完善毕业后长期反馈机制,教学相长,通过形成性评价体系提升整体实践教学质量. To combine more than 20 years of experience in clinical practice skills teaching of laboratory medicine, with the characteristics of laboratory medicine, the theory system of formative assessment has been constructed, to guide the clinical practice of the students.Based on the construction of network question bank, students make use of the network question bank self testing, to know whether they had got the stage goal, existing problems and future plan through self testing, so as to mobilize their enthusiasm and initiative to enhance their self-confidence.Under the formative assessment teaching system, students establish internship file information, including practice notes, weekly practice, group discussion, self testing results, the teacher and peer assessment information.Teachers set up QQ group, WeChat group with their students, the timely to get the question from students and to take appropriate measures improve teaching.Teachers had established and improved the long-term after graduation feedback mechanism, and formative assessment improved the teaching quality of the whole practice teaching benefits teachers as well as students.

关 键 词：形成性评价 检验医学 教学体系 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]