基于形成性评价的儿科教学实践研究  

Practice of a pediatric education model based on formative assessment

作　　者：陈凤 余更生[1] 张志勇 华子瑜[1] Chen Feng;Yu Gengsheng;Zhang Zhiyong;Hua Ziyu(Department of Internal Medicine,Pediatric College,Chongqing Medical University,Chongqing 400014,China)

机构地区：[1]重庆医科大学儿科学院内科教研室,重庆400014

出　　处：《中华医学教育探索杂志》2024年第5期618-622,共5页Chinese Journal of Medical Education Research

基　　金：重庆医科大学未来青年创新团队项目(W0029)。

摘　　要：形成性评价强调信息的及时反馈,重视对学习过程进行指导和改进,通过“评价—反馈—改进—再评价”的方式,促进教学相长。重庆医科大学儿科学院将形成性评价广泛应用于住院医师规范化培训,同时在本科院校教育中探索该教学模式,采用多种形成性评价工具进行教学实践,建立具有专科特色的、可推广的儿科形成性评价教学模式。实践证明在新医科时代背景下,这种教学模式有利于促进儿科医学教育教学质量的提高,更适应于高等教育的要求和目前医学教育的新形势。Formative assessment emphasizes timely feedback to guide and improve the learning process,benefiting both students and teachers through the evaluation–feedback–improvement–reevaluation mechanism.The Pediatric College of Chongqing Medical University has widely applied formative assessment to standardized residency training,and at the same time,has actively researched this method in undergraduate education to employ various formative assessment tools to establish a formative assessmentbased pediatric education model that has specialized characteristics and can be popularized.We have demonstrated that the formative assessment-based education model can improve the teaching quality of pediatric medical education,and better meet the requirements of higher education and the new situation of medical education in the age of new medicine.

关 键 词：形成性评价 儿科 教学模式 

分 类 号：R-05[医药卫生]