形成性评价在妇产科学教学中的应用  

Study on the application of formative assessment in teaching of obstetrics and gynecology

作　　者：万文慧[1] 陈瑛[1] 翟兴 WAN Wen-hui;CHEN Ying;ZHAI Xing(Department of Education,Beijing Friendship Hospital,Capital Medical University,Beijing 100050,China;School of Management,Beijing University of Chinese Medicine,Beijing 100029,China)

机构地区：[1]首都医科大学附属北京友谊医院教育处,北京100050 [2]北京中医药大学管理学院,北京100029

出　　处：《临床和实验医学杂志》2019年第22期2456-2459,共4页Journal of Clinical and Experimental Medicine

基　　金：首都医科大学附属北京友谊医院启动基金(编号:yyqdkt2018-jx2)

摘　　要：为了更好地适应教育部关于临床医学教育改革中提出实现学生自主学习能力的医学教育目标,首都医科大学附属北京友谊医院教育处在2015级临床医学专业学生妇产科学教学中开展了形成性评价。首先,笔者在妇产科学课程中构建了形成性评价体系,并在教学过程中遵循反馈、指导、鼓励、改进的原则,将形成性评价实施于妇产科学理论授课、课间见习、病例讨论和技能训练等教学环节中。其次,在教学各环节将学生的成绩通过形成性评价与终结性评价相比,形成性评价能提高学生学习兴趣和学习成绩,有利于学生学习自主能力的提升。In order to better adapt to the goal of medical education of the ministry of education on realization of self-learning ability of students in reformation of clinical medical education,formative assessment has been implemented in gynecology teaching for grade 2015 clinical medical students by the Education Department of Beijing Friendship Hospital,Capital Medical University.First,the evaluation indexes of gynecology teaching have been constructed.Formative assessment has been implemented in classroom teaching,intern-training,case discussion and clinical skill training by following the principle of feedback,guidance,encouragement and improvement.In comparison with final assessment,formative assessment improve the interest of students,academic performance and autonomy of students.

关 键 词：妇产科学 教学 形成性评价 终结性评价 自主学习能力 

分 类 号：R-4[医药卫生] G642.4[文化科学—高等教育学]