形成性评价体系在中医护理PBL临床教学的应用  

The Application of Formative Assessment System in PBL Clinical Teaching of Traditional Chinese Medicine Nursing

作　　者：高志芳[1] 李晓晨[1] GAO Zhifang;LI Xiaochen(Department of Traditional Chinese Medicine,The First Hospital of China Medical University,Liaoning Province,Shenyang 110001,China)

机构地区：[1]中国医科大学附属第一医院中医科,辽宁沈阳110001

出　　处：《中国中医药现代远程教育》2023年第10期4-6,共3页Chinese Medicine Modern Distance Education of China

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研究立项课题【No.N2016B-ZY010】。

摘　　要：目的探讨形成性评价体系在中医护理PBL临床教学中的作用。方法选择在中国医科大学附属第一医院中医科临床护理实习的2018级和2019级中医护理大专学生为研究对象,2018级为对照组,采用传统终结性评价,2019级为观察组,采用形成性评价,并以实习结束后成绩和问卷调查进行效果评价。结果实习结束后观察组学生理论知识成绩和中医技能成绩明显高于对照组学生,观察组学生对教学效果的认同程度也明显优于对照组学生(P<0.05)。结论形成性评价体系应用于中医护理PBL临床教学中,对教师教学、学生学习均有促进作用。Objective To explore the role of formative assessment system in PBL clinical teaching of traditional Chinese medicine nursing.Methods Grade 2018 and Grade 2019 junior college students of traditional Chinese Medicine nursing who practiced clinical nursing in the First Hospital of China Medical University were selected as the research objects.The Grade 2018 was the control group and the traditional final evaluation was used,while the Grade 2019 was the observation group and the formative evaluation was used.The effect was evaluated by the results after the internship and questionnaire survey.Results After the internship,the students in the observation group were significantly higher than the students in the control group in theoretical knowledge and traditional Chinese medicine skills,and the students in the observation group were also significantly better than the students in the control group in the identification degree of teaching effect(P<0.05).Conclusion The application of formative assessment system in PBL clinical teaching of traditional Chinese medicine nursing can promote both teachers’teaching and students’learning.

关 键 词：形成性评价 PBL 中医护理 教学改革 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]