医学微生物学实验课程多元化考核方式的改革实践
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摘要
目的:探讨微生物学实验教学过程中开展多元化考核方式的教学效果。方法:以2015级、2016级临床医学本科生为研究对象,分为观察组和对照组,分别采用多元化和传统的考核方式,课程结束后引入微生物学技能竞赛,对比两组学生竞赛评分的差异。结果:观察组的四项考核指标得分均高于对照组,差异具有统计学意义。结论:构建多元化的考核方式,能有效刺激学生提高学习能动性,锻炼实践能力,加强职业素养。
Objective: To explore the teaching effect of diversified assessment methods in microbiology experiment teaching. Methods: The undergraduates of clinical medicine in grades 2015 and 2016 were divided into observation group and control group. Diversified and traditional assessment methods were adopted respectively. Microbiology skills competition was introduced after the course was completed,and the differences of competition scores between the two groups were compared. Results: The scores of the four assessment indexes in the observation group were higher than those in the control group,with statistical significance. Conclusion: Constructing diversified assessment methods can effectively stimulate students to improve their learning initiative,exercise their practical ability and enhance their professional accomplishment.
Objective: To explore the teaching effect of diversified assessment methods in microbiology experiment teaching. Methods: The undergraduates of clinical medicine in grades 2015 and 2016 were divided into observation group and control group. Diversified and traditional assessment methods were adopted respectively. Microbiology skills competition was introduced after the course was completed,and the differences of competition scores between the two groups were compared. Results: The scores of the four assessment indexes in the observation group were higher than those in the control group,with statistical significance. Conclusion: Constructing diversified assessment methods can effectively stimulate students to improve their learning initiative,exercise their practical ability and enhance their professional accomplishment.
引文
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[3]张驰,曾智勇,赵战芝,等.医学机能实验学形成性考核应用探讨[J].基础医学教育,2013(8):771-773.
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[2]徐海瑛,陈青阁,庞森,等.五年制临床医学专业医学微生物学实验教学改革与实践[J].基础医学教育,2016(8):625-628.
[3]张驰,曾智勇,赵战芝,等.医学机能实验学形成性考核应用探讨[J].基础医学教育,2013(8):771-773.
[4]李志义.成果导向的教学设计[J].中国大学教学,2015(3):32-39.
[5]吴昌提,林菊芳,陈宁红.国内外形成性评价述评[J].现代远距离教育,2009(3):66-69.