两个阶段的个人评估:第二次机会评估策略与个性化反,以促进学习评估.
Academic medicine : journal of the Association of American Medical Colleges
|September 16, 2024
概括
双阶段个人评估 (TPIA) 模型通过提供即时反和第二次改善分数的机会,提高了医学学生在多项选择题 (MCQ) 考试中的表现. 这种对学习方法的评估提高了学生的成绩和满意度.
科学领域:
- 医学教育 医学教育
- 评估和评价的评估和评估.
- 学习科学 学习科学
背景情况:
- 医学教育中的传统高风险多选题 (MCQ) 考试通常在一个单一点上评估学习,而不会提供可操作的反.
- 教师寻求平衡的方法,将学习的有效评估与反和改进的机会相结合.
研究的目的:
- 在临床前医学课程中评估双阶段个人评估 (TPIA) 模型的有效性.
- 为了确定TPIA是否与传统的MCQ考试相比,提高了学生的成绩和满意度.
主要方法:
- 在为期4周的临床前课程中实施了一种新的TPIA模型,在同一天进行两次MCQ考试,并进行反利用的学习期.
- 学生在第一次考试后获得了个性化的反,为第二次机会考试做好准备,只有最高分数才能计入最终成绩.
主要成果:
- 在TPIA模型的前三周,在第一和第二次考试之间观察到显著的得分改善 (平均增加4.93,5.06和10.86).
- 学生调查显示,他们非常喜欢TPIA格式,重视个人反,学习时间和改进机会.
结论:
- 通过将评估与学习和改进的机会相结合,TPIA模型有效地提高了医学学生在MCQ考试中的表现.
- 这种方法促进了反素养的文化,并支持学生的学习和专业成长,因此在临床环境中需要进一步调查.
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