【摘要】 背景：急诊医学本科生临床实践能力较差，急诊医学教学方式需要改革。目的：本研究通过对比试验组和对照组学生不同阶段考核成绩，明确形成性评价在急诊医学本科教育的影响。方法：选取作者所在医院2015级和2016级临床医学本科班的77名学生为研究对象。将2015级设为对照组，采用传统授课模式；2016级设为试验组，采用形成性评价体系模式授课。课程结束后，两组学生进行课程考核、临床考核和综合素质评价。结果：试验组和对照组课程考核分数分别为(87.78±4.28)和(88.42±3.52)分，二者无统计学差异。两组临床综合考核分数分别为(74.34±5.48)和(86.92±4.56)分，二者有统计学差异。试验组学生自主学习能力、文献检索能力、团队合作精神评分高于对照组，解决问题能力两组无差异。综合素质评估方面，试验组的临床思维能力、病历质量、临床技能水平显著优于对照组，两组基本理论掌握程度和人文素养水平无区别。结论：形成性评价在急诊本科教学中有助于促进学生主动性学习习惯和团队合作意识的形成，提高学生临床应用实践能力。更多还原

【Abstract】 Background: Undergraduate students in emergency medicine have poor clinical practice ability, and the teaching methods in emergency medicine need reform. Objective: This study aimed to clarify the impact of formative assessment on undergraduate education in emergency medicine by comparing the assessment scores of students in different stages of the experimental and control groups. Methods: Seventy-seven students from the 2015 and 2016 clinical medicine undergraduate classes of the author’s hospital were selected as the research subjects. The 2015 class was set as the control group, using traditional teaching methods, while the 2016 classwas set as the experimental group, using the formative assessment system teaching method. After the course, the two groups of students underwent course assessments, clinical assessments, and comprehensive quality evaluations. Results: The scores of the experimental and control groups in course assessments were(87.78±4.28) and(88.42±3.52), respectively, with no statistical difference. The scores of the two groups in clinical comprehensive assessments were(74.34±5.48) and(86.92±4.56), respectively, showing a statistical difference. The experimental group had higher scores than the control group in self-learning ability, literature retrieval ability, and teamwork spirit. In terms of comprehensive quality evaluation, the experimental group’s clinical thinking ability, medical record quality, and clinical skill level were significantly better than those of the control group. There was no difference in the grasp of basic theory and humanistic literacy between the two groups. Conclusion: Formative assessment in undergraduate teaching of emergency medicine helps promote the formation of students’ habits of active learning and teamwork consciousness, as well as improving their clinical application and practical capabilities.更多还原