CAJ | 학술논문

评价内容和评价方式的科学选择对医学生诊断学课程教学质量的评价至关重要。为确保课程评价的准确性和科学性，准确反映诊断学的课程教学质量，我临床教学管理中心构建了形成性评价与终结性评价相结合的新模式，其中形成性评价占40%（含课后测评10%，网络考试5%，书写见习日志5%，书写病历10%，操作考试10%），终结性评价（即课终理论考试）占60%，新模式使我院诊断学教学评价体系更加科学化、规范化，对教、学双方均起到极大的推动作用。
평개내용화평개방식적과학선택대의학생진단학과정교학질량적평개지관중요。위학보과정평개적준학성화과학성，준학반영진단학적과정교학질량，아림상교학관리중심구건료형성성평개여종결성평개상결합적신모식，기중형성성평개점40%（함과후측평10%，망락고시5%，서사견습일지5%，서사병력10%，조작고시10%），종결성평개（즉과종이론고시）점60%，신모식사아원진단학교학평개체계경가과학화、규범화，대교、학쌍방균기도겁대적추동작용。
To choice the suitable assessment contents and approaches is important to evaluate the teaching quality of diagnostics course for medical students. In order to assess the course teaching quality preciously, our clinical teaching management center therefore designs a new evaluation model, in which the formative assessment accounted for 40% ( including 10% class evaluation, network examination 5%, writing novitiate log 5%, medical history writing in 10%, operation test 10%), the summative assessment ( i.e. class final theory examinations ) accounted for 60% .in our experience, this new model makes the diagnostics teaching evaluation more scientifical y and standardized, at the mean time, also improves both sides of teachers and students.