Enhancing teaching homogeneity through formative assessment capability training to boost the cultivation of core competencies among resident physicians
Li Huiyan
Huang Yingxiong
Gu Honglin
Dai Guolin
Zhang Kunsong
Kuang Ming
Ye Zi
Abstract：Addressing the urgent need for cultivating core competencies among resident physicians and the relatively lagging application of formative assessment within the province,this paper proposes an innovative solution.Based on constructivist theory and the OSTE feedback strategy,this solution established a new mode of teacher training through simulated assessment groups.Through the organic integration of on-site mixed simulation exercises and the OSTE feedback strategy,it enhanced clinical teachers'unified understanding and evaluation abilities regarding the connotations and standards of formative assessment.This effectively strengthened teachers'direct observation skills,assessment proficiency,and formative feedback techniques.Simultaneously,the study assembled a core team of outstanding key teachers from various fields and successfully created a provincial-level quality curriculum for teacher training.Five years of in-depth teaching practice confirmed that this approach nurtured a group of excellent young and middle-aged clinical teachers who guided resident physicians to achieve remarkable results in various competitions.This practice not only provides a solid foundation for enhancing clinical teachers'formative assessment abilities but also offers valuable experience and important reference for cultivating the clinical competencies of resident physicians.
Keywords：formative assessmentteaching homogeneityclinical medicineresident physicianscore competency
Publication Date：2024-08-20
Online Publishing Date：2025-08-15(First online date of this platform, not the publication date of the document)
Pages：5( 603-607 )