形成性评价之“美容外科学”教学实践与研究

目的:对中西医临床专业(美容医学方向)"美容外科学"课程,引入形成性评价考核,通过设立多元指标、多元主体参与、实施多元形式的评价,激发学生学习主动性和积极性,使之改进学习方法,提高学习能力,亦可促进教师教学改革,增强教学效果。方法:本课程形成性评价考核指标为考勤、提问和讨论、实验三项,建立了详细的评分标准,评价主体为本课程教师、学生和实习单位临床指导教师三个层次,采取提问讨论随堂反馈、布置作业随机检查、小组实验协调配合等多样化方式,对教学全过程进行考评。结果:征求学生的反馈意见,对学生试卷卷面成绩与综合成绩分布进行统计学分析。结果显示,经过形成性评价考核,学生的综合成绩构成并不会改变学生试卷卷面成绩的分布构成,加入了学习过程考核因素后,更能全面反映学生的学习状态以及学生对该门课程的综合素质;综合评价的离散趋势较卷面成绩下降,意味加入过程化考核的综合评价尚有降低学生成绩的变异度,增强集中趋势的作用,更能让学生成绩分布符合正态分布,也更符合学生学习规律。结论:严格教学纪律对培养医学生有必要,实行形成性评价考核教学效果良好,因课时有限带来的一些问题需要得到解决。

"Cosmetic surgery" teaching pactice and research with the formative assessment

Objective To stimulate students＂ learning initiative and enthusiasm and to improve their learning methods and ability as well as to promote the teaching reform and to enhance teaching effect, formative assessment is introduced in the ＂cosmetic surgery＂ course of the traditional Chinese and western medicine clinical professional （medical cosmetology direction） by establishing multiple indicators multiple main body participation and implementation of diverse forms of assessment. Methods Formative assessment indexes for this course are students＂ attendance questions and discussions and experiments. A detailed scoring criterion is established and evaluators are teachers, students and the clinical teachers in the internship units. Various methods including asking questions and discussions, in-class feedback, random inspection to the homework, the coordination group experiments are taken to evaluate the whole teaching process. Results We have done the feedback from the students and the statistical analysis to the distribution of students＂ test paper scores and the comprehensive scores. The results showed that the students＂ comprehensive performance form does not change the distribution of the students＂ test papers composition after the formative evaluation. It can more fully reflect the students＂ learning states and students＂ comprehensive quality for the course by adding learning process assessment factors. The trend of the comprehensive evaluation dispersion declined, compared with the results in the test papers, which means comprehensive evaluation of procedural examination can decrease the variation degree of the students＂ performance, enhance the effect of central tendency, let the students＂ achievement distribution conforms to normal distribution, also accord with students＂ learning patterns. Conclusion It is necessary to be strict in teaching discipline in cultivating medical students, the teaching effect of formative assessment is good, but some problems by limited teaching time need to be solved.