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Purpose:
to investigate the application of formative evaluation to online teaching of “Doctor-Patient Communication Skills”.
Methods:
taking three classes of students majored in Medical Imaging Technology (entered our college in the year 2018) as the research objects, who are divided into the experimental group and control group. The experimental group focuses on the teaching method of online formulative evaluation, while the control group centers on face-to-face classroom teaching. Contrastive analysis is conducted on the online learning of experimental group, including online independent learning, online interaction, module completion, chapter test, and final exam results. Then, the final scores of students in each group are compared. Through questionnaires in each class, students’ assessment about formative evaluation of online teaching and classroom teaching is compared.
Results:
by contrasting the satisfaction of teaching methods and the satisfaction of self-evaluation, the experimental group is better than contrast group (P<0.05); by contrasting theoretical score, the experimental group is higher than the contrast group (P<0.05); the teaching ability of members in experimental group is better than that of contrast group (P<0.05); the CTDI-CV score of students in experimental group is obviously higher than that of the contrast group (P<0.05).
Conclusion:
Formed in the doctor-patient communication skills online teaching evaluation scheme applied value, students can very clearly know oneself in the course of the study situation, timely reflection, find out the deficiencies, lessons learned, at the same time making efforts in the direction of the next stage and target, at the same time, teachers can grasp the characteristics of formative assessment, according to the result of formative assessment, Grasp the analysis and improvement of students’ learning process in teaching practice and help formulate more effective teaching methods. It can improve students’ final score and teaching satisfaction.
