Application Research of Formative Assessment in Emergency Medicine Undergraduate Teaching
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.
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