Thinking and exploration of formative assessment in the clinical practice skills teaching of laboratory medicine
10.3760/cma.j.issn.1009-9158.2017.07.017
- VernacularTitle:检验医学生临床实践技能形成性评价的思考与探索
- Author:
Meihua WANG
;
Yingping CAO
;
Peizheng ZHENG
;
Jingxi ZHANG
;
Xiaoli ZHANG
;
Yuhong PAN
;
Zhixin CHEN
;
Pingli YU
- Keywords:
Formative assessment;
Laboratory medicine;
Teaching system
- From:
Chinese Journal of Laboratory Medicine
2017;40(7):552-554
- CountryChina
- Language:Chinese
-
Abstract:
To combine more than 20 years of experience in clinical practice skills teaching of laboratory medicine, with the characteristics of laboratory medicine, the theory system of formative assessment has been constructed, to guide the clinical practice of the students.Based on the construction of network question bank, students make use of the network question bank self testing, to know whether they had got the stage goal, existing problems and future plan through self testing, so as to mobilize their enthusiasm and initiative to enhance their self-confidence.Under the formative assessment teaching system, students establish internship file information, including practice notes, weekly practice, group discussion, self testing results, the teacher and peer assessment information.Teachers set up QQ group, WeChat group with their students, the timely to get the question from students and to take appropriate measures improve teaching.Teachers had established and improved the long-term after graduation feedback mechanism, and formative assessment improved the teaching quality of the whole practice teaching benefits teachers as well as students.
