Construction of formative evaluation system for practical teaching of medical laboratory

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Construction of formative evaluation system for practical teaching of medical laboratory

更新时间：2024-09-19

- Construction of formative evaluation system for practical teaching of medical laboratory
- Vol. 20, Issue 10, Pages: 1148-1152(2021)
- 作者机构：
  
  1. 广州医科大学附属第一医院检验科
  2. 广州医科大学金域检验学院
- 作者简介：
- 基金信息：
- DOI：
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- Published：2021，
- 稿件说明：
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Construction of formative evaluation system for practical teaching of medical laboratory. [J]. 20(10):1148-1152(2021)
DOI：

Construction of formative evaluation system for practical teaching of medical laboratory. [J]. 20(10):1148-1152(2021) DOI：

摘要

目的　根据医学检验技术专业实践教学特点，建立一套合理有效的形成性评价体系用于评估实践教学效果，提升教学质量与水平。方法　采用调查研究方法，对本专业实践教学中形成性评价体系所需的要素进行筛选，以构建形成性评价体系的框架及评估指标；2016级学生进行实施形成性评价前后的效果评分，结果使用SPSS 20.0进行配对t检验。结果　统计了本专业共30名教师及专家和121名学生的调查结果，针对本专业的实践特点，构建了该评价体系，包含一级指标2个、二级指标5个以及相应的三级和四级指标；经统计学分析，实施形成性评价后学生学习兴趣、实践能力、自学能力、团队协助能力和知识拓展能力提升差异均有统计学意义（P<0.01~P<0.05），学生上课积极性增加（P<0.05）。结论　证明构建的形成性评价体系符合医学检验专业实践教学特点，有助于提升实践教学效果，为其应用于本专业课程实践教学奠定了基础

Abstract

Objective　To establish a reasonable and effective formative evaluation system based on the characteristics of practical teaching of medical laboratory to evaluate the effect of practical teaching and improve the quality and level of teaching. Methods　A survey and research method was used to screen the elements needed for the formative evaluation system

so as to construct the framework and evaluation indicators of the practice teaching of this specialty. The students from Batch 2016 were scored before and after implementing formative evaluation

and the results were statistically analyzed by paired t test with SPSS 20.0 software. Results　The survey results of a total of 30 teachers (experts) and 121 students in this major were counted. According to the practical characteristics of this major

the evaluation system included two first-level indicators

five second-level indicators

and corresponding third-level and fourth-level indicators. After statistical analysis

students' learning interest

practical ability

self-learning ability

team assistance ability and knowledge development ability were all significantly improved after the implementation of formative evaluation (P<0.01-P<0.05)

and students' enthusiasm for class also increased (P<0.05). Conclusion　It proves that the constructed formative evaluation system conforms to the characteristics of practical teaching of medical laboratory

which helps to improve the effect of practical teaching and lays a foundation for its application in the practical teaching of this professional course.

关键词

医学检验技术　实验教学　形成性评价

Keywords

Medical laboratory technology　Experimental Teaching　Formative evaluation

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