| 邢瑞.教师标准化病人联合形成性评价在诊断学问诊教学中的应用研究[J].内科急危重症杂志,2026,32(5):480-483 |
| 教师标准化病人联合形成性评价在诊断学问诊教学中的应用研究 |
| Research on the application of teacher standardized patients combined with formative assessment in diagnostic inquiry teaching |
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| DOI：10.11768/nkjwzzzz.202512231937 |
| 中文关键词: 教师标准化病人 形成性评价 问诊 诊断学 模拟诊室 |
| 英文关键词: Teacher standardized patients Formative assessment Consultation Diagnostics Simulated consultation room |
| 基金项目:2023年同济医学院第二临床学院教学研究基金立项项目(2023016；2023068) |
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| 中文摘要: |
| 摘要 目的：探讨教师标准化病人（TSP）联合形成性评价在诊断学问诊教学中的应用。方法：选取2018级五年制以及其他专业医学生共218人作为研究对象(实验组），对照组为临床医学专业2017级五年制以及其他专业共213人。对照组采用传统教学及考核评价方式，实验组采用TSP进行教学及考核评价方式。同时分析比较本国学生与国际留学生用中文对TSP问诊的成绩结果。并通过发放问卷表，了解学生对TSP问诊方式的意见和想法。结果：TSP问诊的成绩略高于对照组[（7.97±4.29）vs.（7.67±1.07），P=0.43]，但通过TSP的问诊考核了学生的沟通能力，临床思维能力以及岗位胜任力等。本国学生的问诊成绩优于留学生[（8.43±3.66）vs.（7.56±4.17），P=0.02]，但留学生也掌握了问诊的基本方法。问卷调查结果表明，实验组学生对模拟问诊呈接受和肯定态度。结论：TSP联合形成性评价及反馈的教学方法，能够激发学生的积极性和主动性，可以提高学生问诊能力。 |
| 英文摘要: |
| Abstract To explore the application of teacher standardized patients (TSP) combined with formative assessment in diagnostic inquiry teaching. Methods: A total of 218 medical students enrolled in 2018 from the five-year program and other majors were selected as the study subjects (experimental group), while the control group consisted of 213 students from the 2017 five-year clinical medicine program and other majors. The control group used traditional teaching and assessment methods, whereas the experimental group used TSP for teaching and assessment. At the same time, the TSP consultation scores of domestic students and international students conducted in Chinese were analyzed and compared. Questionnaires were also distributed to understand students' opinions and thoughts on the TSP consultation method. Results: The TSP consultation scores were slightly higher than those of the control group [(7.97 ± 4.29) vs. (7.67 ± 1.07), P= 0.43], but the TSP consultation assessment evaluated students' communication ability, clinical thinking ability, and job competency, etc. The consultation scores of domestic students were better than those of international students [(8.43 ± 3.66) vs. (7.56 ± 4.17), P= 0.02], but international students also mastered the basic methods of consultation. The questionnaire survey results showed that students in the experimental group had an accepting and positive attitude toward simulated consultation. Conclusion: The teaching method of TSP combined with formative assessment and feedback can stimulate students' enthusiasm and initiative and improve their consultation ability. |
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