形成性评价与教学反馈在医学遗传学PBL教学中的应用

doi:10.16288/j.yczz.20-068

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Hereditas(Beijing) ›› 2020, Vol. 42 ›› Issue (8): 810-816.doi: 10.16288/j.yczz.20-068

• Genetics Teaching • Previous Articles

Application of formative evaluation and teaching feedback in PBL teaching of Medical Genetics

Tao Wang, Liang Liang, Minhua Zheng

School of Basic Medicine, Air Force Military Medical University, Xi’an 710032, China

Received:2020-03-12 Revised:2020-04-27 Online:2020-08-20 Published:2020-05-13
Supported by:
Supported by the National Natural Science Foundation of China No(81773003);Teaching Reform and Research Projects of Fourth Military Medical Uiversity No(BL201604)

Abstract

Abstract:

Medical Genetics is an important research content of basic medicine and closely related to clinical medicine. Medical Genetics can not only lay a solid theoretical foundation for understanding medical problems for medical students, but also provide them an indispensable technical means for clinical medical practice. In order to improve students' understanding and mastery of the core content of Medical Genetics and cultivate senior medical talents with innovative spirit and independent thinking abilities, the PBL (problem-based learning) teaching method was introduced in the teaching of medical genetics for students enrolled in the eight-year medical education program. By integrating formative evaluation and teaching feedback mechanism into PBL teaching, we have achieved good teaching effects. In this paper, we will discuss the importance and necessity of formative evaluation and teaching feedback in PBL teaching, introduce the PBL teaching plan, teaching process and teaching effect of Medical Genetics in our school, share our thoughts on PBL teaching mode, and provide new ideas for the teaching reform of Medical Genetics.

Key words: formative evaluation, teaching feedback, PBL, Medical Genetics

Tao Wang, Liang Liang, Minhua Zheng. Application of formative evaluation and teaching feedback in PBL teaching of Medical Genetics[J]. Hereditas(Beijing), 2020, 42(8): 810-816.

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References 17

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课次	学习内容	时间(min)
第一次课	教师学生自我介绍并分工;	10
	发放第一幕材料并讨论提出问题;	40
	发放第二幕材料并讨论提出问题;	40
	提炼学习要点并分配课后学习任务	30
第二次课	分享学习汇报;	60
	发放第三幕材料并讨论提出问题;;	40
	提炼学习要点并分配课后学习任务	20
第三次课	分享学习汇报;	60
	串讲总结案例;	20
	自评、互评和学习心得分享;	20
	教师总结	20

一级评价指标	二级评价指标	权重(%)
课堂表现 (40%)	学习态度;	20
	研讨精神;	30
	专业知识;	20
	交流沟通、团队协作、职业素养;	30
	(减分项)迟到早退、无正当理由缺席	-20, -100
学习分享汇报 (30%)	知识点理解掌握程度;	30
	知识点讲解准确度;	20
	讲解效果;	30
	回答问题能力	20
作业 (30%)	知识点理解掌握程度;	40
	是否结合案例分析;	30
	是否查阅专业文献资料;	30
	(减分项)照抄书本、使用百度等非专业检索结果	-30

评价内容		n(%)
评价内容	完全同意	基本同意	不同意
形成性评价与PBL教学相匹配	48(78.69)	10(16.39)	3(4.92)
形成性评价能调动学习积极性、主动性	54(88.52)	7(11.48)	0(0.00)
形成性评价有助于端正学习态度	51(83.61)	7(11.48)	3(4.92)
形成性评价有助于改进学习方法	50(81.97)	8(13.11)	3(4.92)
形成性评价有利于提高自我学习的能力	48(78.69)	13(21.31)	0(0.00)
形成性评价有利于加强综合知识的掌握	49(80.33)	8(13.11)	4(6.56)
形成性评价有助于培养团队合作精神	47(77.05)	12(19.67)	2(3.28)
反馈及时	43(70.49)	13(21.31)	5(8.20)
反馈内容真实	53(86.89)	5(8.20)	3(4.92)
反馈促进了沟通	50(81.97)	9(14.75)	2(3.28)
反馈有助于提高学习能力	53(86.89)	7(11.48)	1(1.64)
认可反馈意见	52(85.25)	7(11.48)	2(3.28)
反馈对我帮助有限	2(3.28)	16(26.23)	43(70.49)

评价内容		n(%)
评价内容	非常符合	一般符合	不符合
有助于自主学习能力的提高	52(85.25)	9(14.75)	0(0.00)
有助于知识整合	56(91.80)	4(6.56)	1(1.64)
有助于树立批判性思维	50(81.97)	11(18.03)	0(0.00)
有助于促进沟通与合作	57(93.44)	2(3.28)	2(3.28)
有助于培养临床推理能力	53(86.89)	7(11.48)	1(1.64)
有助于展示自己的才能增强自己的自信心	40(65.68)	19(31.15)	2(3.28)
有助于自我评价与反思	49(80.33)	10(16.39	2(3.28)
有助于提高职业操守	46(75.41)	13(21.31)	2(3.28)
有助于培养终生学习能力	43(70.49)	15(24.59)	3(4.92)

Application of formative evaluation and teaching feedback in PBL teaching of Medical Genetics

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