形成性评价在医学生医患沟通教育中的应用现状及展望
|
摘要
医学教育的形成性评价指医学教学过程中的持续性评价,可通过反馈教学信息并修正教学方案,进而培养医学生的全方位能力的系统性评价进程。通过分析形成性评价在我国医学院对于医学本科生的医学专业知识教育及医患沟通教育中的应用现状,结合前期的教学经验,探讨如何将形成性评价更有效地应用于医学生医患沟通教育中,并作出其展望。
The formative assessment of medical education refers to the continuous evaluation in the process of medical teaching. Through feeding back teaching information and correcting teaching plans,cultivate medical students' comprehensive ability of systematic evaluation process. By analyzing the present situation of the application of the formative assessment in medical undergraduates' medical professional knowledge education and in medical students' doctor-patient communication education,combining with previous teaching experience,this paper discusses how to apply formative assessment more effectively to the medical students education in doctor-patient communication,and make the outlook.
The formative assessment of medical education refers to the continuous evaluation in the process of medical teaching. Through feeding back teaching information and correcting teaching plans,cultivate medical students' comprehensive ability of systematic evaluation process. By analyzing the present situation of the application of the formative assessment in medical undergraduates' medical professional knowledge education and in medical students' doctor-patient communication education,combining with previous teaching experience,this paper discusses how to apply formative assessment more effectively to the medical students education in doctor-patient communication,and make the outlook.
引文
[1]Rauf A,Shamim MS,Aly SM,et al.Formative assessment in undergraduate medical education:concept,implementation and hurdles[J].J Pak Med Assoc,2014,64(1):72-75.
[2]陈国栋,刘江华,王梦瑶,等.医学生医患沟通教学改革的探索性研究[J].医学与哲学,2017,38(3A):86-88.
[3]刘江华,贺军.医学生医患沟通教程[M].北京:人民卫生出版社,2010:1-11.
[4]饶南燕,李春海.形成性评价及其在医学生外科临床见习中的应用.中国民康医学[J].2016,28(11):65-67.
[5]李晓林,顾琳琳,杨瑞贞.形成性评价在基础护理学课程中的应用研究.中国高等医学教育[J].2015,5:70-71.
[6]郭莉,杨丽娟,蒋淑君,等.形成性评价在生理学教学中的实践与思考.中国高等医学教育[J].2014,(4):63-64.
[7]周烁.关于医学生医患沟通教育的探讨[J].中国医学伦理学,2010,23(3):100-101.
[8]李玲,宋九林,杨诗源,等.医学本科生医患沟通教育满意度调查[J].中国循证医学杂志,2013,(04):421-424.
[9]Nair SP,Shah T,Seth S,et al.Case based learning:a method for better understanding of biochemistry in medical students[J].J Clin Diagn Res,2013,7(8):1576-1578.
[10]Faisal R;Khalil-ur-Rehman.,Bahadur S,et al.Problem-based learning in comparison with lecture-based learning among medical students[J].J Pak Med Assoc,2016,66(6):650-653.
[11]陈国栋,匡睿,姚楠,等.PBL联合SP教学法在医学生医患沟通教育中的应用[J].西北医学教育,2015,(05):749-752.
[12]Evans DJ,Zeun P,Stanier RA.Motivating student learning using a formative assessment journey[J].J Anat,2014,224(3):296-303.
[13]刘卫东,李珂珂.医学教育中形成性评价的实践与应用[J].现代医药卫生,2011,(17):2718-2719.
[14]朴杰,杨琳丽,曹德品.关于形成性评价的思考[J].中国高等医学教育,2010,(05):4-5.
[2]陈国栋,刘江华,王梦瑶,等.医学生医患沟通教学改革的探索性研究[J].医学与哲学,2017,38(3A):86-88.
[3]刘江华,贺军.医学生医患沟通教程[M].北京:人民卫生出版社,2010:1-11.
[4]饶南燕,李春海.形成性评价及其在医学生外科临床见习中的应用.中国民康医学[J].2016,28(11):65-67.
[5]李晓林,顾琳琳,杨瑞贞.形成性评价在基础护理学课程中的应用研究.中国高等医学教育[J].2015,5:70-71.
[6]郭莉,杨丽娟,蒋淑君,等.形成性评价在生理学教学中的实践与思考.中国高等医学教育[J].2014,(4):63-64.
[7]周烁.关于医学生医患沟通教育的探讨[J].中国医学伦理学,2010,23(3):100-101.
[8]李玲,宋九林,杨诗源,等.医学本科生医患沟通教育满意度调查[J].中国循证医学杂志,2013,(04):421-424.
[9]Nair SP,Shah T,Seth S,et al.Case based learning:a method for better understanding of biochemistry in medical students[J].J Clin Diagn Res,2013,7(8):1576-1578.
[10]Faisal R;Khalil-ur-Rehman.,Bahadur S,et al.Problem-based learning in comparison with lecture-based learning among medical students[J].J Pak Med Assoc,2016,66(6):650-653.
[11]陈国栋,匡睿,姚楠,等.PBL联合SP教学法在医学生医患沟通教育中的应用[J].西北医学教育,2015,(05):749-752.
[12]Evans DJ,Zeun P,Stanier RA.Motivating student learning using a formative assessment journey[J].J Anat,2014,224(3):296-303.
[13]刘卫东,李珂珂.医学教育中形成性评价的实践与应用[J].现代医药卫生,2011,(17):2718-2719.
[14]朴杰,杨琳丽,曹德品.关于形成性评价的思考[J].中国高等医学教育,2010,(05):4-5.