对阿尤尔韦达的感知研究生到形成性评估的引入
Vaishali Kuchewar1, Shweta Parwe2
1Professor and Dean, Department of Kaychikitsa, Mahatma Gandhi Ayurved College Hospital and Research Centre, Salod (H.), Datta Meghe Institute of Higher Education and Research (Deemed to be University), Wardha, Maharashtra, India.
Journal of pharmacy & bioallied sciences
|February 10, 2025
概括
使用迷你临床评估练习 (Mini-CEX) 和直接观察程序技能 (DOPS) 的形成性评估改善了研究生学习. 学生发现这些方法有助于识别知识缺口和提高临床技能.
科学领域:
- 医学教育 医学教育
- 临床技能评估 临床技能评估
- 研究生培训研究生培训
背景情况:
- 目前的研究生评估缺乏定期观察和临床技能发展机会.
- 传统的课程结束评估主要集中在认知知识上.
- 不有效的评估方法会影响研究生学习的整体质量.
研究的目的:
- 为研究生实施使用Mini-CEX和DOPS的形成性评估.
- 评估Mini-CEX和DOPS在提高临床技能的有效性.
- 收集学生对这些形成性评估工具有用性的看法.
主要方法:
- 来自Kayachikitsa和Panchakarma部门的24名研究生自愿参与.
- 学生们接受了Mini-CEX和DOPS程序的培训.
- 每个学生在计划的时间表中进行了两次Mini-CEX和两次DOPS遭遇.
主要成果:
- 学生报告了对形成性评估的积极反,有助于识别知识差距.
- 评估方法激励学生提高他们的学习.
- 迷你CEX和DOPS被认为是有价值的学习工具.
结论:
- 迷你CEX和DOPS是研究生医学教育的有效形成性评估工具.
- 这些方法得到了学生和教师的良好接受.
- 实施定期的形成性评估可以显著改善临床技能发展.
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