Application of formative assessment combined with Ladder type teaching in the teaching of standardized training of nephrology and endocrinology
10.3760/cma.j.cn116021-20210504-01003
- VernacularTitle:形成性评价配合阶梯式带教在肾病与内分泌科规培带教中的应用
- Author:
Yudi WANG
1
;
Xuemei WEI
;
Xiaoli HE
;
Xin WANG
Author Information
1. 四川省科学城医院肾病与内分泌科，绵阳 621900
- Keywords:
Formative assessment;
Ladder type teaching;
Department of nephrology and endocrinology;
Resident;
Teaching effect
- From:
Chinese Journal of Medical Education Research
2022;21(9):1225-1228
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of formative assessment combined with Ladder type teaching on the teaching of standardized training of nephropathy and endocrinology.Methods:A total of 39 residents who rotated in the Department of Nephrology and Endocrinology, Sichuan Science City Hospital from March 2019 to March 2020 were included in the control group and were taught routinely, and another 42 residents who rotated from April 2020 to April 2021 were classified as a research group and were given formative assessment and Ladder type teaching. The out-department assessment results between the two groups were compared, and the mini-clinical exercise evaluation (Mini-CEX), normal performance assessment and 360-degree evaluation results of the research group when entering and exiting the department were compared. The students' satisfaction with teaching between the two groups was also compared. SPSS 24.0 was used for t test, chi-square test and rank sum test. Results:The scores of theory, skill manipulation and case analysis in the research group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The Mini-CEX score, usual performance assessment score and 360-degree evaluation score in the research group when exiting the department were all higher than those when entering the department, with statistically significant difference ( P<0.05). There were significant differences in the grades distribution of teaching satisfaction degrees between the two groups ( P<0.05), and the total satisfaction rate of the research group was higher than that of the control group. Conclusion:The use of formative assessment combined with Ladder type teaching in the standardized training of nephropathy and endocrinology can significantly improve the scores of the residents and their clinical comprehensive literacy, and increase the satisfaction of teaching, with great value of popularization and application.
