【摘要】 目的：比较改良评价体系和传统评价体系在八年制实习PBL教学中的效果差异。方法：选取57名八年制实习学生进行PBL教学，由两名教师分别用传统PBL评价表(对照组)和改良评价表(试验组)进行同步评分。结果：两组评价方法总分比较差异具有统计学意义(P<0.05)。结论：改良教学评价体系能更充分反映学生理论知识、沟通能力及参与度的教学效果。更多还原

【Abstract】 Objective: To compare the differences in effectiveness between the improved evaluation system and the traditional evaluation form in eight-year internship problem-based learning(PBL) teaching.Methods: Fifty-seven eight-year internship students were selected for PBL teaching, and two tutors used the traditional PBL evaluation form(control group) and the improved evaluation form(experimental group) to score synchronously.Results: There was a statistically significant difference in the overall scores between the two evaluation methods(P<0.05).Conclusion: The improved teaching evaluation system can better reflect the teaching effectiveness in terms of students’ theoretical knowledge, communication skills, and participation.更多还原