从评估到提升:在CBME中形成性反的力量
Kavya1, Ramesh Bindinganabile RangaIyengar1, Geetha Saraswathy Pitchandy1
1Department of Anatomy, Dr. B. R. Ambedkar Medical College, Bangalore, Karnataka, India.
Journal of pharmacy & bioallied sciences
|January 12, 2026
概括
结构化形成性反显著改善了解剖学学生在目标结构化实践考试 (OSPE) 的表现. 这凸显了它在能力基础医学教育 (CBME) 中对技能发展的价值.
科学领域:
- 医学教育 医学教育
- 解剖学教育 解剖学教育
- 基于能力的医学教育 (CBME)
背景情况:
- 医学教育中的传统反往往缺乏形成价值,依赖于有限的数值得分.
- 在基于能力的医学教育 (CBME) 中,反对于识别和解决绩效差距至关重要.
研究的目的:
- 评估结构化形成性反对本科解剖学学生表现的影响.
- 在反干预后评估目标结构实践考试 (OSPEs) 成绩的变化.
主要方法:
- 一项涉及60名一年级解剖学学生的准实验性研究.
- 在反之前和之后,OSPEs被管理,反通过谷歌课堂传递.
- 数据分析使用描述性统计,威尔科克森签名等级测试和科恩的d.
主要成果:
- 平均OSPE分数从7.86增加到9.16;中位数从8增加到10.
- 分数的改善在统计学上是显著的 (P < 0.001).
- 一个大的效果大小 (科恩d=0.8) 表明了反的实质性影响.
结论:
- 结构化的形成性反显著提高了学生在OSPEs的表现.
- 这种反方法对于在CBME框架内获得能力至关重要.
- 这项研究强调了在解剖学教育中基于标签的结构化反的有效性.
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