Study on the formative assessment of improving anesthesiology classroom teaching by mobile appli-cation program (APP) based on internet platform

您当前的位置：

首页 >

文章列表页 >

Study on the formative assessment of improving anesthesiology classroom teaching by mobile appli-cation program (APP) based on internet platform

更新时间：2024-09-19

- Study on the formative assessment of improving anesthesiology classroom teaching by mobile appli-cation program (APP) based on internet platform
- Vol. 17, Issue 12, (2018)
- 作者机构：
  
  重庆医科大学附属第一医院麻醉科
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2018，
- 稿件说明：
移动端阅览
Study on the formative assessment of improving anesthesiology classroom teaching by mobile appli-cation program (APP) based on internet platform. [J]. 17(12).(2018)
DOI：

Study on the formative assessment of improving anesthesiology classroom teaching by mobile appli-cation program (APP) based on internet platform. [J]. 17(12).(2018) DOI：

摘要

目的研究应用基于互联网平台的手机应用程序（APP），改进麻醉学课堂教学形成性评价的方法。方法将麻醉学系本科专业学生（195人）先实行常规课堂内形成性评价（对照组），再应用基于互联网平台的手机APP进行课堂内形成性评价（实验组）。对照组采用纸质卡片进行随堂测试，点名计算出勤率；实验组采用手机APP扫描二维码进行随堂测试并计算出勤率。比较两组课堂内形成性评价的实施效果。结果实验组随堂测试耗时及随堂测试评分耗时均低于对照组（1.2 min/学时vs. 18 min/学时，6 min/学时vs. 56 min/学时）。两组出勤率及随堂测试成绩（98.3% vs. 100%，17.2分vs. 17.5分）差异无统计学意义。问卷调查显示，实验组学生更喜欢新的教学评价方法（98.5%），认为将手机ＡＰＰ用于实施课堂内形成性评价更为快捷（100%）、客观（97.4%）、可靠（98.5%），减少了师生工作量（100%），促进了上课积极性（97.4%），效果更佳（100%）。结论借助基于互联网平台的手机APP，可更好地实施课堂内形成性评价活动，促进了师生的教学积极性，极大节省了评价耗时。是一种科学的、零成本投入的新教学手段，值得进一步推广

Abstract

Objective To explore the effect of improving formative assessment inside classroom in the undergraduate education of anesthesiology by means of mobile application program (APP) based on in-ternet platform. Methods 195 students of the department of Anesthesiology first received conventional method (control group) and then received APP based on internet platform method (experimental group). In the control group

paper cards were used for in-class test and attendance rate was calculated by roll call. The experimental group used mobile APP to scan two-dimensional code for in-class test and calculated attendance rate. Afterwards

the implementation effect of formative assessment in classroom was compared between the two groups. Results The time-consuming of class-room test and score analysis in experimental group were lower than that of the control group (1.2 min/course hour vs. 18 min/course hour，6 min/course hour vs. 56 min/course hour). The attendance rate and score of test had no significant difference (98.3% vs. 100%

17.2 vs. 17.5). The questionnaire survey showed students were satisfied with the new teaching method (98.5%) because of its convenience (100%)

objectivity (97.4%)

feasibility (98.5%)

less workload (100%)

enthusiasm stimulation (97.4%)

and better teaching effect (100%) in experimental group. Conclusion The mobile application program (APP) based on internet platform is a convenient

accurate and objective method which has positive effects to improve formative assessment inside classroom in undergraduate education of anesthesiology. It is a new scientific and low-cost teaching method

which deserves further promotion.

关键词

形成性评价应用软件移动学习麻醉学智能手机

Keywords

Formative assessmentApplication softwareMobile learningAnesthesiologySmartphone

references

Views

239

下载量

CSCD

Alert me when the article has been cited

提交

Tools

Publicity Resources

Mobile application program(APP)based internet platform improving formative assessment inside classroom in the undergraduate education of anesthesiology

The status of anesthesiology-related smartphone applications (APP) and its role in continuing medical education

Exploration of clinical research refresher training program for anesthesiology

Practice of a pediatric education model based on formative assessment

Formative assessment of the model of Chinese physician competency: design, implementation, and thinking

Related Author

律峰

杜洵松

鲜汶静

陈婧

曹俊

缪雪蓉

陈前波

关添元

Related Institution

重庆医科大学附属第一医院

第二军医大学第三附属医院麻醉科

Department of Clinical Research Management, West China Hospital, Sichuan University

Department of Anesthesiology, West China Hospital, Sichuan University

Department of Internal Medicine, Pediatric College, Chongqing Medical University

⁰