Application of formative evaluation based on Rain Classroom in clinical skills teaching

中华医学教育探索杂志 Pub Date : 2020-02-20 DOI:10.3760/CMA.J.ISSN.2095-1485.2020.02.008

Zhishuang Yi, De-ling Li, Xiao-gan Jiang, Huanjun Gao, Hong-yi Xu

{"title":"Application of formative evaluation based on Rain Classroom in clinical skills teaching","authors":"Zhishuang Yi, De-ling Li, Xiao-gan Jiang, Huanjun Gao, Hong-yi Xu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.008","DOIUrl":null,"url":null,"abstract":"Objective \nTo explore the effect of formative evaluation based on Rain Classroom on clinical skills teaching. \n \n \nMethod \ns A total of 70 students in clinical medicine from Grade 2016 were enrolled and divided into experimental group (n=35) and control group (n=35). The experimental group adopted Rain Classroom combined with formative evaluation, while the control group used conventional teaching method and evaluation. Test scores of the two groups were compared and students' satisfaction was collected via questionnaire. T-test was performed using SPSS 17.0. \n \n \nResult \nThe total score of clinical skills test in the experimental group was (84.11±7.76), which was significantly higher than that in the control group (74.37±12.58), and the difference was statistically significant (P<0.05). According to the questionnaire survey, the experimental group was significantly better than the control group in terms of enhancing learning interest, improving knowledge comprehension, clinical skills, clinical thinking and analytical ability, as well as better satisfaction towards teaching (P<0.05). \n \n \nConclusion \nFormative evaluation based on Rain Classroom is helpful to improve the teaching effect on clinical skills and comprehensive abilities of students, so as to promote their overall development. \n \n \nKey words: \nFormative evaluation; Rain classroom; Clinical skills; Teaching effect","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"中华医学教育探索杂志","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

Objective To explore the effect of formative evaluation based on Rain Classroom on clinical skills teaching. Method s A total of 70 students in clinical medicine from Grade 2016 were enrolled and divided into experimental group (n=35) and control group (n=35). The experimental group adopted Rain Classroom combined with formative evaluation, while the control group used conventional teaching method and evaluation. Test scores of the two groups were compared and students' satisfaction was collected via questionnaire. T-test was performed using SPSS 17.0. Result The total score of clinical skills test in the experimental group was (84.11±7.76), which was significantly higher than that in the control group (74.37±12.58), and the difference was statistically significant (P<0.05). According to the questionnaire survey, the experimental group was significantly better than the control group in terms of enhancing learning interest, improving knowledge comprehension, clinical skills, clinical thinking and analytical ability, as well as better satisfaction towards teaching (P<0.05). Conclusion Formative evaluation based on Rain Classroom is helpful to improve the teaching effect on clinical skills and comprehensive abilities of students, so as to promote their overall development. Key words: Formative evaluation; Rain classroom; Clinical skills; Teaching effect

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

基于Rain课堂的形成性评价在临床技能教学中的应用

目的探讨基于Rain课堂的形成性评价在临床技能教学中的作用。方法选择2016级临床医学专业70名学生，分为实验组和对照组。实验组采用Rain课堂结合形成性评价，对照组采用常规的教学方法和评价。比较两组学生的测试成绩，并通过问卷调查收集学生的满意度。采用SPSS 17.0进行T检验。结果实验组临床技能测试总分为（84.11±7.76），显著高于对照组（74.37±12.58），差异有统计学意义（P<0.05），结论基于Rain课堂的形成性评价有助于提高学生临床技能和综合能力的教学效果，促进学生的全面发展。关键词：形成性评价；雨水教室；临床技能；教学效果

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

中华医学教育探索杂志

自引率

0.00%

发文量

5254