Practical research on integrated evaluation under the new three—center teaching model of systematic a-natomy

WANG Ruifang; BAI Peng; YANG Yingchun; SHI Jing

Abstract：Objective:This study uses a diagnostic—formative—summative—value—added integrated evaluation system to explore how the integrated evaluation system can better improve students' academic performance and drive students' independent learning under the new three-center teaching model.Methods:Some nursing undergraduate students in the 2023 and 2024 grades of the systematic anatomy course of fenyang college of shanxi medical university were selected as the research subjects.150 students in the 2023 grade were the control group,and 154 students in the 2024 grade were the observation group.The observation group adopted the new three center teaching model,and the control group followed the traditional teaching model.Results:The observation group was higher than the control group in the completion of micro—lesson preview,the scores of small lectures and chapter tests,the final theoretical scores of summative evaluation,and the value-added evaluation of students' autonomous learning ability and literacy,with statis-tical significance(P＜0.05).The completion of micro—course preview,the scores of small lectures and chapter tests are positively correlated with the final theoretical scores.The autonomous learning ability,learning motivation,learning strategy,learning behavior,learning reflection score and total score of the observation group were higher than those of the control group,and the difference was statistically significant(P＜0.05).Conclusion:The use of diagnostic—forma-tive—summative—value—added integrated evaluation under the new three—center teaching model has significantly promoted knowledge internalization and independent learning abilities.