形成性评估在住院医师高级生命支持技能培训中的应用
|
摘要
教学评估是教学过程中的关键环节,是根据教学过程中所得到各种反馈信息来修正教学计划,根据学生的具体情况来完善学习内容的评价活动。其形式多样,主要有学生自评,学生互评,教师点评,学生评教等,形成性评估的任务是通过对学生学习过程所反映出的知识、技能、态度等方面表现,做出及时、全面、动态反馈,从而有利于及时调整教学策略。本文探讨了形成性评估在高级生命支持教学中的教学模式和应用策略变化,通过汇报总结、记录案例档案、课前测试、典型病例以及学生评教等环节加强过程评估,提高教学质量。
Teaching evaluation is a key link in the teaching process. It corrects the teaching plan according to various feedbacks obtained during the teaching process, and improves the evaluation activities of the learning content according to the specific situation of the students. Its forms are diverse,mainly including student self-evaluation, student mutual evaluation, teacher comments, student evaluation, etc. The task of formative assessment is to make timely and timely representations of the knowledge, skills, attitudes and other aspects reflected in the student learning process. Comprehensive and dynamic feedback, which is conducive to timely adjustment of teaching strategies. This paper explores the changes in the teaching model and application strategies of formative assessment in advanced life support teaching, and strengthens process evaluation through reporting and summarizing,recording case files, pre-school tests, typical cases, and student evaluations to improve teaching quality.
Teaching evaluation is a key link in the teaching process. It corrects the teaching plan according to various feedbacks obtained during the teaching process, and improves the evaluation activities of the learning content according to the specific situation of the students. Its forms are diverse,mainly including student self-evaluation, student mutual evaluation, teacher comments, student evaluation, etc. The task of formative assessment is to make timely and timely representations of the knowledge, skills, attitudes and other aspects reflected in the student learning process. Comprehensive and dynamic feedback, which is conducive to timely adjustment of teaching strategies. This paper explores the changes in the teaching model and application strategies of formative assessment in advanced life support teaching, and strengthens process evaluation through reporting and summarizing,recording case files, pre-school tests, typical cases, and student evaluations to improve teaching quality.
引文
[1]DiVall MV,Alston GL,Bird E,et al.A Faculty Toolkit for Formative Assessment in Pharmacy Education[J].American Journal of Pharmaceutical Education,2014,78(9):160.
[2]Walter T,Alexander S,Kevin WE.Asking for Less and Getting More:The Impact of Broadening a Rater's Focus in Formative Assessment[J].Academic Medicine,2018,93(10):1584-1589.
[3]Tavares W,Eva KW.Impact of rating demands on rater-based assessments of clinical competence[J].Education for Primary Care,2014(25):308-318.
[4]朱俊勇,董卫国,王燕霞,等.构建形成性评估体系提高临床医学教学质量[J].中华医学教育杂志,2013,2(33):299-301.
[5]陈洁,单炯,刘世萍,等.临床医学专业学位研究生(住院医师)开设急救培训课程的探索[J].广州医科大学学报,2016,2(44):104-106.
[2]Walter T,Alexander S,Kevin WE.Asking for Less and Getting More:The Impact of Broadening a Rater's Focus in Formative Assessment[J].Academic Medicine,2018,93(10):1584-1589.
[3]Tavares W,Eva KW.Impact of rating demands on rater-based assessments of clinical competence[J].Education for Primary Care,2014(25):308-318.
[4]朱俊勇,董卫国,王燕霞,等.构建形成性评估体系提高临床医学教学质量[J].中华医学教育杂志,2013,2(33):299-301.
[5]陈洁,单炯,刘世萍,等.临床医学专业学位研究生(住院医师)开设急救培训课程的探索[J].广州医科大学学报,2016,2(44):104-106.