The application and improvement measures of the formative assessment in PBL clinical teaching for long-schooling program
10.3760/cma.j.issn.2095-1485.2017.01.010
- VernacularTitle:形成性评价在长学制医学生PBL临床教学中的应用及改进
- Author:
Dan SHEN
;
Hong LEI
;
Min CHEN
- Keywords:
Formative assessment;
Problem-based learning;
Students of long-schooling program;
Improvement measures
- From:
Chinese Journal of Medical Education Research
2017;16(1):45-48
- CountryChina
- Language:Chinese
-
Abstract:
Formative assessment is in conformity with the teaching concept of problem-based learning (PBL).It is to make a real-time,dynamic and sustainable observation and evaluation in the whole teaching process.It is helpful to improve learning and teaching continuously.The PBL clinical teaching courses of long-schooling program in our school obtained the certain effect.It used the formative evaluation mode.The homemade students mutual table and teacher evaluation table were used in PBL course.Specifically,students' self-evaluation and mutual-evaluation were made,and then teacher gave some comments in 10 minutes before the end of each class.Every student was scored by the group leader and teacher according to all these abilities,such as the power of expression,question ability,communication skills,coordination skills and the ability to access.At the end of one case study students wrote self assessment reports,and then the teacher wrote reviews,graded and gave feedback to students.However,the final scores were archived as data instead of being part of the course grade.The application of formative assessment has promoted the teaching effect of PBL.However,in the following practice,teachers should be targeted to solve the problems such as lack of teachiers,the students' self evaluation and mutual evaluation being not fair and highly recognized,and a few students having slack psychology.
