CAJ | 학술논문

我国临床医学教学的评估模式多以终结性评估为主,重结果、轻过程,难以对动态的教学过程做出评价.形成性评估是对教学的过程性和发展性进行评估,其特点是动态性和反思性,更加注重学生自身的需要,重视学生在学习中的体验,重视师生间的交流.本文探讨了我国临床医学教学中终结性评估的现状及存在的问题,并阐述了在临床医学教学中构建系统的形成性评估的流程及内容,以使教学评估真正做到教有方、学有法、评有据,不断提高临床医学教学质量.
아국림상의학교학적평고모식다이종결성평고위주,중결과、경과정,난이대동태적교학과정주출평개.형성성평고시대교학적과정성화발전성진행평고,기특점시동태성화반사성,경가주중학생자신적수요,중시학생재학습중적체험,중시사생간적교류.본문탐토료아국림상의학교학중종결성평고적현상급존재적문제,병천술료재림상의학교학중구건계통적형성성평고적류정급내용,이사교학평고진정주도교유방、학유법、평유거,불단제고림상의학교학질량.
The evaluation model of clinical teaching in China is mostly based on summative assessment which used scores as measurement.Emphasizing results and ignoring course,it's difficult to evaluate the dynamic teaching process.Formative assessment evaluated the process and development of teaching,which is characterized by dynamic and reflective,more emphasis on students' own needs,students' learning experience,communication between teachers and students.This paper discussed the status quo and problems of the summative assessment in clinical teaching in our country and elaborated the process and content in constructing a systematic formative assessment process in clinical medical teaching,thus to make continuous improvement in clinical teaching,learning and evaluating with proper methods.