形成性评价在本科临床医学教育中的实施现状与提升策略  

Implementation status and promotion strategy of formative assessment in undergraduate clinical medical education

作　　者：张进 杨立斌[2] 张淑娥[3] 赵晨曦 曹德品[3] Zhang Jin;Yang Libin;Zhang Shue;Zhao Chenxi;Cao Depin(Postgraduate,Social Medicine and Health Service Management Major,Enrolled in 2018,School of Health Management,Harbin Medical University,Harbin 150081,China;Center for Higher Education Research and Teaching Quality Evaluation,Harbin Medical University,Harbin 150081,China;Department of Medical Education Management,School of Health Management,Harbin Medical University,Harbin 150081,China)

机构地区：[1]哈尔滨医科大学卫生管理学院,150081 [2]哈尔滨医科大学高等教育研究与教学质量评估中心,150081 [3]哈尔滨医科大学卫生管理学院医学教育管理教研室,150081

出　　处：《中华医学教育杂志》2021年第4期372-375,共4页Chinese Journal of Medical Education

摘　　要：目的:了解形成性评价在本科临床医学教育中的实施现状,提出提升策略,为改进学生学习和调整教师教学提供依据。方法:2019年11月至2020年8月,采用自制本科临床医学教育形成性评价现状调查问卷,对黑龙江省3所医学院校附属医院和教学医院的417名临床教师进行问卷调查,采用描述性统计方法进行数据处理。结果:临床教师对形成性评价总体认知情况良好;形成性评价实施现状总体评分为(3.73±0.28)分,各维度的评分从高到低分别是评价内容(3.98±0.64)分、评价反馈(3.97±0.55)分、评价主体(3.49±0.86)分、评价方式(3.48±0.76)分;形成性评价效果整体评分为(3.74±0.04)分。结论:本科临床医学教育形成性评价整体实施现状良好,但存在临床教师对形成性评价理解不到位、评价主体和评价方式不够多元化等问题,建议从遵循形成性评价理念、多元方法并举、多维主体参与等方面加以改进。Objective To understand the current situation of formative assessment in clinical medicine education,and to provide reference information and decision-making basis for better improving students'learning and adjusting teachers'teaching.Methods From November 2019 to August 2020,417 clinical teachers in affiliated hospitals and teaching hospitals of three medical colleges in Heilongjiang Province were investigated by self-made questionnaire of formative evaluation of clinical medical education,and the data were analyzed by descriptive statistical method.Results The overall cognition of clinical teachers to formative assessment was good;the overall average implementation status of formative assessment was(3.73±0.28),and the mean values of each dimension from high to low were evaluation content(3.98±0.64),evaluation feedback(3.97±0.55),evaluation subject(3.49±0.86),evaluation method(3.48±0.76);the overall average effect of formative assessment was(3.74±0.04).Conclusions The current situation of formative assessment of undergraduate clinical medical education is good,but there are some problems,such as the lack of understanding of formative assessment by clinical teachers,the diversity of evaluation subjects and evaluation methods,and so on.It is suggested that we should follow the concept of formative evaluation,develop multiple methods,and participate in multi-dimensional subjects.

关 键 词：形成性评价 本科 临床医学教育 实施现状 提升策略 

分 类 号：R-05[医药卫生]