Application of formative assessment in electrocardiogram teaching
GUO Mei1 WANG Guochang1 GUO Rui2 GUO Peng3▲
1.Department of Sciense and Education，Shanxian Central Hospital, Shandong Province, Shanxian 274300, China;
2.Clinical Medicine Collage, Beijing University of Chinese Medicine, Beijing 100029, China;
3.Department of Liver Disease, Xiyuan Hospital, China Acadeny of Chinese Medical Science, Beijing 100091, China
Abstract：Objective To explore the application effect of the formative assessment in electrocardiogram teaching. Methods From June of 2012 to June of 2015, 240 clinical medical undergraduate students of Grade 2009 and Grade 2010 practiced in Shanxian Central Hospital were selected as the study subjects, they all came from Jining Medical Collage. Students of Grade 2010 were selected as test group, they given trial reporting before class, performance in class, stage of testing and the teaching practice combined with self-evaluation, got formative assessment achievement; students of Grade 2010 were selected as control group, they were given traditional teaching method. The average score,pass rate and excellent rate were as evaluation indicators, the effect of two teaching methods were compared. Results The average score,the excellent rate and the pass rate of students in test group were higher than control group, the differences were statistically significant (P < 0.05); the satisfaction degree of students in the test group was better than control group, the difference was statistically significant (P < 0.05). Conclusions The effect of the formative assessment teaching methods is better than the traditional teaching methods, it can be used in clinical teaching practice of electrocardiogram.
2018, Vol. 15 
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