Application of formative evaluation and teaching feedback in PBL teaching of Medical Genetics
Received date: 2020-03-12
Revised date: 2020-04-27
Online 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)
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 . DOI: 10.16288/j.yczz.20-068
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