| 张珍连,李俊红,雪合热提·伊纳也提,等.形成性评价对不同层次医学生生理学教学效果的影响[J].安徽医药,2020,24(8):1686-1689. |
| 形成性评价对不同层次医学生生理学教学效果的影响 |
| The influence of formative evaluation on physiology teaching effects in medical students at different levels |
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| DOI：10.3969/j.issn.1009?6469.2020.08.054 |
| 中文关键词: 教育，医学/方法 课堂教学 形成性评价 生理学 教学效果 分层次 |
| 英文关键词: Education,medical/methods Classroom teaching Formative evaluation Physiology Teaching effects Different basics |
| 基金项目:新疆医科大学教育改革项目(YG2019052) |
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| 中文摘要: |
| 目的探讨形成性评价对不同层次医学生生理学教学效果的影响。方法以新疆医科大学基础医学院 2015级临床医学专业三个层次包括本硕连读班、非定向本科班和定向本科班学生作为研究对象，每个层次班级采用随机数字表法分为两组，生理学授课过程中分别实施形成性评价和终结性评价，以期末考试理论成绩作为教学效果量化指标，采用 t检验分析形成性评价组及终结性评价组学生生理学期末考试成绩的差异；采用 χ2检验分析形成性评价组及终结性评价组学生生理学期末考试及格率的差异。结果本硕班形成性评价的学生成绩(72.42±14.30)分相对于终结性评价的学生成绩(69.72±14.48)分有升高的趋势，但差异无统计学意义(P＝0.31)；非定向班形成性评价的学生成绩(72.57±13.47)分，高于终结性评价的学生成绩(69.55±14.73)分，差异有统计学意义(P＝0.04)；但定向班形成性评价学生成绩(52.23±16.83)分与终结性评价的学生成绩(58.33±16.52)分不相比没有提高，反而下降，差异有统计学意义(P＜0.01)。相对于终结性评价，形成性评价可以提高非定向班级及定向班级生理学期末考试及格率，差异有统计学意义(P＝0.02)，但是未发现形成性评价对本硕班(P＝0.82)生理学期末考试及格率的影响，差异无统计学意义。结论形成性评价可以有效提高学生学习成绩，但是对于不同层次学生效果不同，因此需要根据不同的学生层次调整实施方案，因材施教，探索最适合学生特点的实施方案。 |
| 英文摘要: |
| Objective To analyze the influence of formative evaluation on physiology teaching effects in medical students at differ? ent levels.Methods Formative assessment and summative assessment were conducted respectively during physiology teaching formedical students of Grade 2015 at different levels:the eight?year program classes，the five?year program classes and the rural?area orientation classes.All the classes were randomized into two groups，and their final exam scores were recorded as quantitative indexof teaching effect.The t test was used to evaluate the score differences and chi?square test was used to investigate the passing ratedifferences.Results The average scores of students having formative assessment(72.42±14.30)had a tendency to increase in com? parison with those having summative assessment(69.72±14.48)in eight?year program classes，but the difference was not statistical? ly significant(P＝0.31).And in the five?year program classes，the average scores increased in students receiving formative assess? ment(72.57±13.47)by comparison with those receiving summative assessment(69.55±14.73)； the difference was statistically sig? nificant(P＝0.04).However，in the rural?area orientation classes，the average scores decreased in students receiving formative as? sessment(52.23±16.83)in comparison with those receiving summative assessment(58.33±16.52)； the difference was statistically significant(P＜0.01).Furthermore，we found that passing rate of physiology final examination increased in students receiving forma?tive assessment compared with summative assessment in the five?year program classes(P＝0.02)and the rural?area orientation classes while the similar results were not found in the eight?year program classes(P＝0.82)； there was no statistically significant difference.Conclusion Formative assessment effectively improves students’academic performance，but the effects are different for medical students at different levels.Therefore，it is necessary to adjust the implementation plan on the basis of different studentsand to explore the best teaching methods that are suitable to different characteristics of students. |
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