在佩沙瓦医学院实施形成性评估的挑战和机遇:一项跨部门研究
Syeda Shamal1, Brekhna Jamil1, Sahar Mufti1
1Department of Urology, Institute of Kidney Diseases, Peshawar, Pakistan.
Journal of the College of Physicians and Surgeons--Pakistan : JCPSP
|September 15, 2025
概括
佩沙瓦的医学教师了解形成性评估 (FA) 的概念,但很少定期实践. 这种差距凸显了在医学院有效实施FA方面的挑战,尽管其重要性得到了认可.
科学领域:
- 医学教育 医学教育
- 教育评估的教育评估
背景情况:
- 形成性评估 (FA) 对于提高学生在医学教育中的学习至关重要.
- 了解医学院FA的当前实施和挑战是必不可少的.
研究的目的:
- 探索与实施培养性评估 (FA) 实践相关的挑战和机会,在佩沙瓦的医学院.
- 评估医学教师对FA的当前使用和感知理解.
主要方法:
- 在巴基斯坦佩沙瓦的四所医学院 (两个私立,两个公立) 进行了一项横截面研究.
- 一个经过验证的问卷收集了258名医学教师关于FA实践和挑战的定量数据.
- 用描述性统计数据来分析数据.
主要成果:
- 高比例的教师 (88.4%) 认为他们理解FA,而86%的人将其与总结性评估区分开来.
- 然而,只有三分之一的教师经常进行FA并提供反,许多人使用FA进行评分.
- 超过一半的人偶尔将FA分数纳入最终成绩.
结论:
- 医学教师对FA的感知理解与他们实际的常规实践之间存在很大的差距.
- 低定期的FA实施引发了人们对其在佩沙瓦医疗教育中的有效使用的担忧.
- 解决这些挑战对于利用FA的好处至关重要.
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