AIM To explore the application and effectiveness of the “whole process and all elements” assessment model in the cardiovascular teaching module of aerospace physiology.

METHODS Grade 2017 and Grade 2018 students majoring in aerospace medicine from the Air Force Medical University were selected as the research subjects. Forty-eight students of Grade 2017 served as the control group and 49 students of Grade 2018 as the experimental group. The control group adopted the traditional assessment mode, while the experimental group adopted the cardiovascular teaching module as the assessment pilot which was more sensitive to special environmental factors such as aviation low pressure and low oxygen. The assessment adopted the "whole process and all elements" course assessment mode. The “whole process and all elements” course assessment model was evaluated and analyzed based on the assessment results, student satisfaction, questionnaire survey results from units and instructors.

RESULTS The assessment scores of the experimental group were significantly higher than those of the control group (P<0.05). More than 91.83% of the participants in the experimental group thought highly of the “whole process and all elements” assessment model. The research results from the units indicated that the students of the experimental group were better to meet the job requirements of their future posts. The new assessment mode was helpful for teachers to get timely teaching feedback and learning of this kind benefited students as well as the teachers.

CONCLUSION The “whole process and all elements” course assessment model can effectively promote the students’ knowledge, ability and quality and at the same time help teachers to improve their teaching ability, ultimately achieving higher quality of the course teaching.