CAJ | 학술논문

目的：探讨形成性评价在医学生授课中的应用效果与价值。方法以检体诊断学教学为例，入选2013年1月-12月在某院内科教研室进行培训的10级七年制研究生（38人）和11级五年制本科生（36人），12级三年制临床专业专升本学生（50人）共132人为研究对象，随机分组：试验组66人，对照组66人，均由内科脱产带教教师2名和内科教研室干事1名授课，实验组在授课过程中应用形成性评价的方法，对照组应用常规的总结性评价。不同班学生分别对教学质量进行评分，并对学生进行分组考核和统一考核。结果试验组学生对教师的医患沟通能力（P=0.638）、查体手法规范程度（P=0.718）、教学方法（P=0.725）、授课言语清晰度（P=0.704）的评价无差异（P值均﹥0.05）。授课结束后两组学员的测试成绩均有明显提高，而试验组成绩提高更加明显（t值分别为6.425，8.517，P值均＜0.05）。结论在教学过程中应用形成性评价能明显提高教学效果,有助于医学生更好地学习知识。
목적：탐토형성성평개재의학생수과중적응용효과여개치。방법이검체진단학교학위례，입선2013년1월-12월재모원내과교연실진행배훈적10급칠년제연구생（38인）화11급오년제본과생（36인），12급삼년제림상전업전승본학생（50인）공132인위연구대상，수궤분조：시험조66인，대조조66인，균유내과탈산대교교사2명화내과교연실간사1명수과，실험조재수과과정중응용형성성평개적방법，대조조응용상규적총결성평개。불동반학생분별대교학질량진행평분，병대학생진행분조고핵화통일고핵。결과시험조학생대교사적의환구통능력（P=0.638）、사체수법규범정도（P=0.718）、교학방법（P=0.725）、수과언어청석도（P=0.704）적평개무차이（P치균﹥0.05）。수과결속후량조학원적측시성적균유명현제고，이시험조성적제고경가명현（t치분별위6.425，8.517，P치균＜0.05）。결론재교학과정중응용형성성평개능명현제고교학효과,유조우의학생경호지학습지식。
Objective To evaluate the formative assessment(FA)model in training of medicine physicians practitioners. Methods This study was based on the teaching rounds of diagnostics. One hundred thirty two students, who received training courses from January to December 2013, were enrolled in the study. Sixty six students were randomly by full-time teachers 2 Department of internal medicine and Department of internal medicine department director 1 teaching. Methods application of formative assessment in the teaching process in experimental group, the control group used conventional summative evaluation. Different classes of students were scored on the teaching quality, and grouping assessment and unified examination of students. Results The experimental group students in teachers of doctor-patient communication ability(P=0.638),examination technique specification level(P=0.718), teaching methods(P=0.725), teaching evaluation of speech intelligibility(P=0.704)has no difference(P>0.05). After the lecture two groups of students test scores were significantly improved, and the test group scores more obviously improved(t=6.425,8.517 respectively, all P<0.05).Conclusion Application of formative evaluation can significantly improve the effect of teaching in the teaching process, help medical students learn better knowledge.