基于反馈环的过程性评价在诊断学病史采集和病历书写教学中的应用  

The Process Evaluation Teaching Method Based on Feedback Loop in Medical History Taking and Medical Record Writing of Diagnostics Course

作　　者：曹青 喻成波[1] 贾俊君[2] 周雪莲[3] 丁丞[1] 李兰娟[1] 

机构地区：[1]传染病诊治国家重点实验室,感染性疾病诊治协同创新中心,浙江大学医学院附属第一医院感染科, 浙江 杭州 [2]浙江大学医学院附属第一医院肝胆胰外科,浙江 杭州 [3]浙江大学医学院附属儿童医院内分泌科,浙江 杭州

出　　处：《职业教育（汉斯）》2021年第3期125-130,共6页Vocational Education

摘　　要：目的:将基于反馈环的过程性评价引入诊断学实验课教学中,以病史采集和病历书写为例,探讨过程性评价对诊断学实验课教学的促进作用。方法:选取浙江大学医学院2018级5年制医学生,实验组和对照组各50人。实验组采用“老师讲解 + 学生病史采集 + SP反馈 + 病例书写 + 老师审阅点评 + 过程性评价 + 同学匿名反馈教学满意度”教学方法,形成以“评价–反馈–修正”环为核心的过程性评价。对照组:老师讲解 + 学生病史采集 + 病例书写 + 老师审阅点评 + 终结性评价。病史采集和病历书写成绩用SPSS 19.0软件进行统计学分析。结果:实验组考试成绩无论在病史采集技巧还是病历书写中得分都较对照组高,差异均具有统计学意义。实验组学生对标准病人病史采集的逻辑性和病历书写的技巧得到熟练掌握,认为病史采集和病历写作能力得到提高,对该教学方式满意,100%学生支持该教学方式。结论:基于反馈环的过程性评价教学方法可以提高学生病史采集和病历书写的成绩,极大地调动了学生们的学习主动性,为教师和医学生提供了更有意义的教学评价和反馈。Objective: The process evaluation based on feedback loop is introduced into the teaching of diagnostics experiment course, and the promotion effect of process evaluation on the teaching of diagnostics experiment course is discussed with the example of history taking and medical record writing. Methods: The five-year medical students of Zhejiang University Medical College in 2018 were selected, the experimental group and the control group were 50. Experimental group adopted “teacher explanation, student history collection, SP feedback, case writing, teacher review and comment, process evaluation, students anonymous feedback teaching satisfaction” teaching method, forming a “evaluation-feedback-correction” feedback loop as the core of the process evaluation. In the control group, the teaching method of “teacher explanation, student history collection, case writing, teacher review and evaluation, summative evaluation” was adopted. The results of history collection and medical record writing were analyzed by SPSS 19.0 software. Results: The scores in the experimental group were higher than those in the control group, and the difference was statistically significant. The students in the experimental group were proficient in the logic of medical history collection and the skills of medical record writing. They thought that the ability of medical history collection and medical record writing had been improved, and 100% of the students were satisfied with the teaching method. Conclusion: The process evaluation teaching method based on feedback loop can improve the students’ medical history taking and medical record writing, greatly mobilize the students’ learning initiative, and provide more meaningful teaching evaluation and feedback for teachers and medical students.

关 键 词：病史采集 病历书写 反馈环 过程性评价 诊断学 

分 类 号：G63[文化科学—教育学]