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相關文獻
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題 名 | Relationship among Scores of Medical Student Assessments in a New Integrated Curriculum=新整合課程之醫學生評量成績與其間之相關性 |
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作 者 | 陳偉德; 沈戊忠; 洪瑞松; 陳安琪; 蘇百弘; 蔡崇豪; 廖世傑; 林正介; 蔡長海; | 書刊名 | 中臺灣醫學科學雜誌 |
卷 期 | 11:1 民95.03 |
頁 次 | 頁20-27 |
分類號 | 410.3 |
關鍵詞 | 臨床技能; 醫學教育; 問題導向學習; 教學評量; Clinical skill; Medical education; Problem-based learning; Student assessment; |
語 文 | 英文(English) |
中文摘要 | 目的中國醫藥學大學醫學系於2001年後醫學教育改革,新整合課程以器官系統為模組,取代過去以學科及授課為主的傳統課程,並導入問題導向學習(problem-based learning)和臨床技能與溝通(clinical skills and communication)等課程,同時採用包括選擇測驗題、教師直接觀察及評分等多元的教學評量。本研究除了描述新整合課程之特色、各種教學評量的結果外,並嘗試探討各類評量間之相關性。 方法 統計一學年內兩屆學生於臨床醫學模組中,在筆試、問題導向學習及三項臨床技能與溝通(包括醫療面談、身體檢查及操作技能)之評量分數,並以pearson correlation分析各種評量分數之相關性。 結果 於2003年至2004年間,共有兩屆243名學生 ,分別完成12個模組,各種評量分數雖然在少數模組中有統計意義之關性,整體而言各種評量分數間之相關係數皆十分低,介於-0.233到0.377的範圍內。 結論 新整合課程中針對知識、技能、自我學習及態度的學評量,各自評量獨特的學習目標且相互無明顯相關,顯示各種評量方法有其優點和弱點,因此,好的教學評量計量需要使用多元化的評量方法。 |
英文摘要 | Purpose. The medical curriculum at the China Medical University, Taiwan was reformed in 2001. a new integrated curriculum (New-IC ) that includes organ-based block, problem-based learning (PBL) and clinical skills and communication (CSC) courses has replaced the traditional discipline-based, lecture-intensive coursework. Multiple assessment instruments including multiple-choice questions, direct observation and preceptor ratings were used accordingly. This study describes our new curriculum, examines the results of student assessments and tries to explore the relationship among these assessments. Methods. The scores of two student cohorts obtained from written exams, PBL and CSC including history taking, physical examination and clinical procedure were calculated during one academic year. The relationship among these scores within each organ-based block was analyzed by Pearson correlation. Results. A total of 243 students who completed 12 blocks were assessed during the 2003 to 2004 academic year. Although there were some statistically significant correlations between the scores of different assessments, in general, the correlation coefficients in most cases were quite low, ranging from-0.233 to 0.377. Conclusions. Assessments used to evaluate knowledge, skill, self-directed learning and attitude in our New Integrated Curriculum were not correlated with each other. All instruments have their own strengths and weaknesses; therefore a good assessment program requires a variety of assessment instruments, with each one designed to discover something unique. |
本系統中英文摘要資訊取自各篇刊載內容。