CAJ | 학술논문

目的：观察形成性评估对医学生学习基本生命支持（basic life support， BLS）技能的影响。方法206名医学生随机分入对照组（C组，100人）与试验组（F组，106人）。BLS理论课后，C组接受45 min技能培训，培训结束后接受BLS技能评估（培训后评估）。而F组在培训前先接受BLS技能评估（一种形成性评估）；之后，依据其在培训前评估中的操作给予15 min反馈，随后进行30 min BLS技能培训。培训结束后F组再次接受BLS技能评估。两组培训后技能评估平均成绩采用Student's-t-test进行比较，P<0.05表示差异有统计学意义。结果培训后评估中F组成绩（85.2±7.3）分优于C组（68.2±13.2）分，差异有统计学意义（P=0.00）。结论形成性评估可以显著提高医学生BLS技能培训成绩。
목적：관찰형성성평고대의학생학습기본생명지지（basic life support， BLS）기능적영향。방법206명의학생수궤분입대조조（C조，100인）여시험조（F조，106인）。BLS이론과후，C조접수45 min기능배훈，배훈결속후접수BLS기능평고（배훈후평고）。이F조재배훈전선접수BLS기능평고（일충형성성평고）；지후，의거기재배훈전평고중적조작급여15 min반궤，수후진행30 min BLS기능배훈。배훈결속후F조재차접수BLS기능평고。량조배훈후기능평고평균성적채용Student's-t-test진행비교，P<0.05표시차이유통계학의의。결과배훈후평고중F조성적（85.2±7.3）분우우C조（68.2±13.2）분，차이유통계학의의（P=0.00）。결론형성성평고가이현저제고의학생BLS기능배훈성적。
Objective To investigate the effect of formative assessment on skill acquisition of basic life support (BLS) among medical students. Methods Totally 206 undergraduates were ran-domized into control group (C group) and interventional group (F group). A BLS lecture was given in both groups. And then, 45 min BLS training and BLS skill assessment (after training) were given in C group. Undergraduates in F group received BLS skill assessment (formative assessment) before training, and 15 min feedback was delivered based on the assessment, then 30 min BLS training was conducted. Skills assessment was conducted again in F group after the training. Student's-t-test was used to compare the difference of skills between the two groups and P<0.05 signifies statistically sig-nificant differences. Results Score of F group (85.2±7.3) were higher than that in C group (68.2± 13.2), with statistical difference. Conclusion A formative assessment could significantly improve skill acquisition of BLS among medical students.