形成性评价在口腔专业学生诊断学教学中的应用观察

目的探讨形成性评价在口腔专业学生诊断学教学中的应用效果。方法选取西安交通大学医学部2016级89名口腔专业学生作为研究对象,随机选取45名作为实验组,采用形成性评价方式教学,余44名作为对照组,采用传统方式教学。结果实验组学生临床能力、操作考核和平时成绩均较高,总成绩高于对照组;实验组学生教学模式满意度高于对照组,学习兴趣、临床能力增加,团队协作能力和理论知识掌握程度增强(P<0.05)。结论形成性评价能够提高口腔专业学生诊断学的教与学质量。

The Application of Formative Assessment in Diagnostics Teaching of Stomatological Students

Objective To explore the effects of formative assessment in diagnostic teaching of stomatology. Methods 89 students of 2016 grade whose major were stomatology from Health Science Center of Xi’an Jiaotong University were selected as the research subjects. 45 students were randomly selected as the experimental group, using the formation evaluation method. The remaining 44 students were the control group and taught in the traditional way. Results The clinical ability, skill tests and scores of the experimental group were higher, and the final score was significantly higher than that of the control group. The teaching mode satisfaction of the experimental group was higher than that of the control group, the interest in learning and clinical ability increased significantly, the ability of team collaboration and mastering knowledge obviously enhanced in experimental group(P <0.05). Conclusion Formative evaluation can improve the quality of diagnostics teaching and study.