The application of formative evaluation and case-based learning in practice teaching of laboratory medicine technology

doi:10.3969/j.issn.1674-490X.2022.04.010

Abstract

Abstract: Objective To explore the practice and effect of the combined application of formative evaluation and case-based learning(CBL)in the clinical education of laboratory medicine technology. Methods A total of 135 laboratory interns were randomly divided into three groups(group A, group B and group C). Group A:summative evaluation+lecture-based learning. group B: summative evaluation+ CBL. group C: formative evaluation+CBL. The teaching quality of the three groups was evaluated from two aspects of teaching content assessment and teaching effect questionnaire survey. Results The total score and theoretical score in group B and group C were higher than those in group A, and the difference was statistically significant(P<0.05).Conclusion The combination of formative evaluation and CBL can stimulate their interest in learning,cultivate students' ability to think and solve problems independently, increase teaching flexibility, arouse students' enthusiasm for learning,improve the teaching quality, and is suitable for clinical teaching.

Key words: formative evaluation, the rain classroom, case-based learning, laboratory medicine technology, interns

CLC Number:

WANG Dongping,WU Yang,WEI Lianhua,YAN Li,LI Keke,YE Hua,LI Shaohua,SUN Yanqing. The application of formative evaluation and case-based learning in practice teaching of laboratory medicine technology[J]. Journal of Hebei Medical College for Continuing Education, 2022, 39(4): 66-72.

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