Mkony C A, Mbembati N A, Hamudu N A, Pallangyo K
Muhimbili University College, Dar es Salaam, Tanzania.
Educ Health (Abingdon). 2007 Nov;20(3):129. Epub 2007 Nov 22.
To determine if undertaking regular Formative Assessment (FA) in the setting of our medical school enhanced the students' learning experience.
An FA intervention was designed and implemented with clinical students during their clerkship in the academic year 2003/04. FA was administered as structured verbal comments on daily clinical case presentations. Evaluation of the intervention included pre- and post-surveys exploring the perceptions of students and teachers on the quality of the learning experience. Focus group discussions with students and with teachers were held at the start and conclusion of the intervention to identify strengths and weaknesses of FA.
All participating teachers perceived that students were interested in learning before the intervention. Teachers who perceived that students achieved the set learning objectives increased from 0% before to 28% after the intervention. Most teachers (71%) and students (86%) perceived FA to enrich students' learning experience. Students appreciated the positive change in teachers' attitudes during the FA intervention. Both students and teachers recommended that FA become a regular and routine activity.
Students and teachers viewed FA as a positive, feasible intervention. They thought it enriched the learning process and recommended it be a routine learning activity.
确定在我校医学院开展定期的形成性评估（FA）是否能提升学生的学习体验。
在2003/04学年临床实习期间，为临床学生设计并实施了一项FA干预措施。FA以对每日临床病例汇报的结构化口头评价形式进行。对该干预措施的评估包括在干预前后进行调查，以探究学生和教师对学习体验质量的看法。在干预开始和结束时分别与学生和教师进行焦点小组讨论，以确定FA的优点和不足。
所有参与的教师都认为在干预前学生就对学习感兴趣。认为学生达到既定学习目标的教师比例从干预前的0%增至干预后的28%。大多数教师（71%）和学生（86%）认为FA丰富了学生的学习体验。学生们赞赏在FA干预期间教师态度的积极转变。学生和教师都建议FA应成为一项常规活动。
学生和教师认为FA是一项积极且可行的干预措施。他们认为它丰富了学习过程，并建议将其作为一项常规学习活动。
