形成性评价联合CBL在检验专业实习生教学中的应用

目的 探讨形成性评价联合CBL应用在医学检验专业临床教学中的实践与效果。方法 选取 135名检验专业实习生,采用随机法分为3组(A组、B组和C组)。A组采用终结性评价+传统教学,B组采用终结性评价+CBL,C组采用形成性评价+CBL。从教学内容考核和教学效果问卷调查两个方面对3组的教学质量进行评估。结果 B组(82.6±4.7)和C组(85.2±4.4)实习生技能操作考试总成绩均高于A组(80.1±3.8),差异有统计学意义(P<0.05),理论成绩B组(75.6±8.9)和C组(77.9±7.1)均高于A组(71.7±8.1),差异有统计学意义(P<0.05),但B组和C组理论成绩差异没有统计学意义(P>0.05)。教学模式效果的问卷调查结果表明学生普遍认为形成性评价联合CBL教学能调动积极性,学生对老师提供的病例感兴趣,认为可以提高自己的诊疗水平。结论 形成性评价联合CBL的教学方法可不同程度的提高实习生技能操作和理论考试的成绩,可调动学生学习的积极性,提高教学质量,适合在临床教学中应用。

The application of formative evaluation and case-based learning in practice teaching of laboratory medicine technology

Objective To explore the practice and effect of the combined application of formative evaluation and case-based learning(CBL)in the clinical education of laboratory medicine technology. Methods A total of 135 laboratory interns were randomly divided into three groups(group A, group B and group C). Group A:summative evaluation+lecture-based learning. group B: summative evaluation+ CBL. group C: formative evaluation+CBL. The teaching quality of the three groups was evaluated from two aspects of teaching content assessment and teaching effect questionnaire survey. Results The total score and theoretical score in group B and group C were higher than those in group A, and the difference was statistically significant(P<0.05).Conclusion The combination of formative evaluation and CBL can stimulate their interest in learning,cultivate students' ability to think and solve problems independently, increase teaching flexibility, arouse students' enthusiasm for learning,improve the teaching quality, and is suitable for clinical teaching.