形成性评价在循证医学课程教学中的应用  

Application of Formative Evaluation in Evidenced-based Medicine Teaching for Medical Students

作　　者：刘谦[1] 陈一文[1] 刘国樑[1] 王宁[1] 秦明照[1] Liu Qian;Chen Yiwen;Liu Guoliang;Wang Ning;Qin Mingzhao(Department of Geriatrics,Beijing TongrenI Hospital Affiliated to Capital Medical University,Beijing 100730,China;不详)

机构地区：[1]首都医科大学附属北京同仁医院老年医学科/干部医疗科,首都医科大学第四临床医院临床流行病学与循证医学教研室,北京市100730

出　　处：《中国病案》2024年第10期92-95,共4页Chinese Medical Record

基　　金：2022年度首都医科大学教育教学改革研究课题(2022JYY222)。

摘　　要：目的建立循证医学课程的形成性评价内容,并应用于教学过程中,探讨形成性评价体系对循证医学教学效果的影响,为更加优化的循证医学教学评价和考核方法提供依据。方法设计形成性评价的调查问卷,应用于2015级医学生和2018级医学生,应用SPSS26.0统计软件进行分析、计算百分比、计数资料应用χ^(2)检验。结果2015级82%学生认为循证医学课程有必要和很有必要,73%学生对课程比较有兴趣和很有兴趣,开课前仅有30%学生对临床流行病学比较熟悉和很熟悉,21%学生对文献检索比较熟悉和很熟悉,仅有29%学生经常和频繁阅读文献,使用循证数据库Cochrane和BMJ Best Practice的比例仅占24.2%和8.1%;课后调查提示对于四大类研究证据的评价有50%以上学生认为较难,系统评价和Meta分析分别有78.2%和87.5%学生认为较难,掌握程度能够达到76-100%的比例分别为3.1%和6.3%。通过2018级与2015级学生主观评价的比较,检索最佳证据、四大类证据的评价、系统综述和Meta分析的难易度评价达到统计学差异(P<0.05),2018级学生对于诊断性研究证据、预后研究证据、系统综述和Meta分析的掌握程度达到统计学差异(P<0.05)。结论大部分医学生认为循证医学课程有必要且有兴趣,但与其相关学科临床流行病学、文献检索技能相对薄弱,循证数据库使用率较低,课后对证据评价和系统评价相关内容掌握程度低,通过将形成性评价用于教学过程,2018级学生认为较难的比例有所降低、掌握程度更高。形成性评价有助于了解循证医学课程学生的基本情况、学习的掌握情况,获得教学过程中的连续反馈,为教师随时调整教学计划、改进教学方法提供参考,有助于提高临床医学专业学生的知识掌握程度。Objectives To establish the formative evaluation content of the evidence-based medicine(EBM)course,explore the effect of the formative evaluation on the EBM teaching in order to provide the basis for a more optimized EBM teaching evaluation method.Methods The formative evaluation questionnaire was designed and applied to medical students of Grade 2015 and 2018.SPSS 26.0 statistical software was used to calculate the percentage.We used a chi-square test to compare categorical variables.Results In general,82%of the students of Grade 2015believed that the EBM course was necessary and 73%of them were interested in it.Before the course,only 30%of the students were familiar with clinical epidemiology and 21%were familiar with literature search,only 29%read literature frequently,and the use of evidence-based databases such as Cochrane and BMJ Best Practice only accounted for 24.2%and 8.1%.The after-class survey suggested that more than 50%of the students thought it was difficult to assess the four kinds of evidence,while systematic review was 78.2%and Meta-analysis was 87.5%,respectively.The proportion of the mastery degree that could reach 76-100%was 3.1%and 6.3%.As to the difficulty of the nine lessons,there was statistical difference of subjective evaluation between students of Grade 2018 and Grade 2015 about acquiring the best evidence,assessment of four kinds of evidence,systematic review and Meta-analysis(P<0.05).Students of Grade 2018 had greater knowledge of diagnostic evidence,prognostic evidence,systematic review and Meta-analysis(P<0.05)than that of Grade 2015.Conclusions Most medical students believed that evidence-based medicine course was necessary and interested in it,but its related skills of clinical epidemiology and literature search were relatively weak,evidence-based database utilization rate was low.After class,the degree of mastery of evidence evaluation and systematic review was low.Through using the formative evaluation for the teaching process,the proportion of students of Grade 2018 who rated i

关 键 词：形成性评价 循证医学 医学教学 教学评价 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]