教师在本科医学教育中对形成性评估的感知,实施和挑战:一个跨部门研究
Ali M AlAskari1,2, Abdulmohsen H Al Elq3, Eman R Mohamed3
1Department of Otolaryngology - Head and Neck Surgery, Al Jabr Eye and ENT Hospital, Al Mubarraz, SAU.
Cureus
|November 21, 2024
概括
医学院对形成性评估 (FA) 有意识,但由于班级规模庞大和教师工作量有限,应用有限. 解决这些障碍是改善医疗教育质量保证的关键.
科学领域:
- 医学教育 医学教育
- 医学培训中的评估
- 课程中的质量保证
背景情况:
- 医疗课程改革强调质量保证在所有方面,包括评估.
- 需要从总结性评估 (SA) 转向形成性评估 (FA).
- 实施FA面临着诸如大量学生数量和教师工作量等挑战.
研究的目的:
- 探索教师对形成性评估 (FA) 的看法.
- 调查FA在本科医学教育中的实施情况.
- 确定教师在FA申请期间面临的挑战.
主要方法:
- 使用在线调查进行横截面研究.
- 从伊玛目阿卜杜勒拉赫曼·本·费萨尔大学医学院的临床前和临床教师收集的数据.
- 调查包括人口统计数据和关于FA感知,实施和挑战的验证问卷.
主要成果:
- 实现了38%的响应率 (132/347名教师).
- 大约68%的人报告了对FA功能和有用性的认识.
- 只有三分之一的教师实施了FA,并将教师工作量,学生人数和参与度列为主要障碍.
结论:
- 教师表现出对FA的重要性相当的认识,但实际应用有限.
- 高的学生人数和教师工作量显著阻碍了FA的实施.
- 建议对FA反系统及其对学习的影响进行进一步的研究.
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