医德认知专项教育过程性评价体系的构建研究  

Research on the Construction of Process Evaluation System for Special Education on Medical Ethics Cognition

作　　者：孙源博 朱敏[2] 李思瓯 于伟光 刘鹤[2] 宋先东 赵雪寒 SUN Yuanbo;ZHU Min;LI Si'ou;YU Weiguang;LIU He;SONG Xiandong;ZHAO Xuehan(The First Clinical College of Mudanjiang Medical College,Mudanjiang,Heilongjiang Province,157000 China;School of Imaging,Mudanjiang Medical College,Mudanjiang,Heilongjiang Province,157000 China;Academic Af-fairs Department,Hongqi Hospital Affiliated to Mudanjiang Medical College,Mudanjiang,Heilongjiang Province,157000 China)

机构地区：[1]牡丹江医学院第一临床医学院,黑龙江牡丹江157000 [2]牡丹江医学院影像学院,黑龙江牡丹江157000 [3]牡丹江医学院附属红旗医院教务科,黑龙江牡丹江157000

出　　处：《中国卫生产业》2024年第1期146-149,共4页China Health Industry

基　　金：黑龙江省教育科学“十四五”规划2022年度重点课题(GJB1422278);黑龙江省高等教育教学改革项目(SJGZ20220156;SGJY20210915)。

摘　　要：目的探讨过程性评价对医德认知专项教育教学效果的影响。方法选取2022年4—11月于牡丹江医院附属红旗医院实习的62名学生为研究对象。将2022年4—7月实习的学生纳入对照组,将2022年8—11月实习的学生纳入观察组,对照组(n=30)行结果性评价,观察组(n=32)行过程性评价。教学后,比较两组的考核评价体系与医德认知教育关联度评分,两种评价方式分别对医德认知教学效果影响。结果观察组考核与医德认知教学目标关联度、考核与医德认知教学内容贴合度评分均高于对照组,差异有统计学意义(P均<0.05);观察组对医德认知相关临床操作掌握能力影响评分低于对照组,对医德认知教育课后投入时间的影响高于对照组,差异有统计学意义(P均<0.05)。结论过程性评价有效提高了医德认知专项教育的教学效果,但增加了学生课后投入的时间,建议可以适当缩短日常教学时间,以完成过程性评价。Objective To explore the impact of process evaluation on the teaching effect of special education on medi-cal ethics cognition.Methods A total of 62 students who practiced in Red Flag Hospital affiliated to Mudanjiang Hos-pital from April to November 2022 were selected as the research objects.The students who practiced from April to July 2022 were included in the control group,and the students who practiced from August to November 2022 were in-cluded in the observation group.The control group(n=30)underwent outcome evaluation,and the observation group(n=32)underwent process evaluation.After teaching,the evaluation system of the two groups was compared with the evaluation of medical ethics cognitive education,and the two evaluation methods were respectively affected by the ef-fect of medical ethics cognitive teaching.Results The assessment of the observation group was higher than that of the control group in relation to the objective of cognitive teaching of medical ethics,and the scores of the assessment and content of cognitive teaching of medical ethics were higher,and the differences were statistically significant(both P<0.05).The score of the observation group on the ability to master clinical operations related to medical ethics cognition was lower than that of the control group,and the effect on the time spent on medical ethics cognition education after class was higher than that of the control group,and the differences were statistically significant(both P<0.05).Conclu-sion The process evaluation can effectively improve the teaching effect of the special education on medical ethics cog-nition,but increase the time of students'input after class.It is suggested that the daily teaching time can be appropri-CHINA HEALTH INDUSTRY ately shortened to complete the process evaluation.

关 键 词：医德认知专项教育 结果性评价 过程性评价 教学改革 

分 类 号：R19[医药卫生—卫生事业管理]