在医学本科生中对开放书和传统评估方法的比较评估
Monica Irungbam1, Shailata Prisi1, Ritika Shrivastava1
1Department of Biochemistry, Maulana Azad Medical College, New Delhi, India.
概括
开放书评价 (OBA) 显示了与医学教育中的封闭书评价 (CBA) 相似的表现. 通过评估超出简单回忆的更高认知能力,OBA补充了CBA.
科学领域:
- 医学教育 医学教育
- 生物化学评估评估
背景情况:
- 传统的医学教育依赖于封闭的书评 (CBA),专注于知识回忆.
- 技术的进步需要转向评估更高的认知技能,如解释和合成.
研究的目的:
- 为了比较学生在生物化学中的表现,使用封闭的书评价 (CBA) 与开放的书评价 (OBA).
- 评估OBA在评估医学学生的概念理解和应用方面的有效性.
主要方法:
- 毛拉纳阿扎德医学院的250名MBBS一年级学生参加了这次活动.
- 根据内部评估成绩,学生被分为两组 (A和B).
- 两组人都接受了CBA和OBA,间隔一周,使用类似的问卷和时间限制.
主要成果:
- 在CBA中观察到各组平均分数的显著差异,A组得分更高.
- 在OBA中,学生的成绩在A组和B组之间是可比的.
- 开放账本评估 (OBA) 和封闭账本评估 (CBA) 表明了互补的优点和弱点.
结论:
- 开放账本评估 (OBA) 应该被视为对封闭账本评估 (CBA) 的补充,而不是替代.
- OBA可以评估超出CBA范围的高级思维技能.
- 整合这两种评估方法可以提供一个更全面的评估医学生的学习.
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