曼加罗尔的MBBS学生对基于能力的医学教育课程评估模式的看法:一个跨部门研究
Aman Sadath1, Bhaskaran Unnikrishnan1, Ashirwad Sharma1
1Department of Community Medicine, Kasturba Medical College Mangalore, Manipal Academy of Higher Education, Manipal, India.
概括
学生在印度印度的学生.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 评估方法 评估方法
背景情况:
- 印度在2019年实施了基于能力的医学教育 (CBME).
- CBME强调持续评估和综合学习,以提高记忆力.
- 实践知识是CBME课程的核心组成部分.
研究的目的:
- 评估学生对CBME评估方法的看法.
- 确定CBME评估在推动医学教育中的感知价值.
- 分析基于学生成绩百分比的评估影响.
主要方法:
- 一项涉及2019年CBME批次250名学生的横截面研究.
- 通过谷歌表单问卷收集的数据,分析了180个响应.
- 分析包括在分数百分位数和量子位数组中比较反应.
主要成果:
- 学生发现基于问题的学习评估有价值,但自我指导的学习评估不那么有价值.
- 获得较高分数的学生认为50%的考试资格门是微不足道的.
- 得分较低的学生认为持续评估是负面的,而50%的门是不利的.
- 几乎所有学生都同意,评估方法提高了实际技能.
结论:
- 学生对CBME评估的经验因绩效水平而异.
- 虽然自主学习等一些方面需要改进,但CBME对实际技能发展产生了积极的影响.
- 建议进一步研究CBME内部优化评估策略.
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