影像診斷學整合課程之教學成效

台大醫學院自86學年度開始將醫學系三年級「大體解剖學」之實習部分移至六年級，並與臨床「影像診斷學」整合在一起。本研究是以施行後的第二個學年度，針對影像診斷學的部分爲評估基礎。對本課程内二個不同的敎學模式，分別就授課時數、敎材內容、内容難易度及整體滿意度四個評量項目，由學生按太多、剛好、與太少或是非常滿意、滿意、與不滿意三級予以評分。另外也就『非同步網路輔助敎學』之使用情形、使用内容、及整體滿意度進行調查。由網路寄發電子郵件式的問卷調查，採用非強迫性的回函，其回收率爲38%。統計分析後發現同學對於大講堂授課和小組討論的整體滿意度並沒有統計上顯著性的差別，其回答正向滿意的總和分別佔95.1%與80.5%。以多變項ANOVA分析得知『大講堂授課』之整體滿意度與授課時數、敎材内容、内容難易度無關，但是在『小組討論』中，其整體滿意度與授課時數和内容難易度有關，但與敎材内容無關。再依據陳述性意見，可知『大講堂授課』的缺失主要是内容太多而時間太少；而對於『小組討論』的意見卻是相反的，認爲時間太多，而内容太少。而對於額外提供的『非同步網路輔助敎學』，其回答正向滿意的總和佔96.3%。雖然使用與否與本課程的成績沒有統計上的關連，但最受同學的肯定。總結本研究發現，本課程整體接受度不錯，而由本研究所發掘的問題－課程時間的安排以及内容敎材的再充實等，值得課程教學改進時之參考。

關鍵字

影像醫學；醫學教育；教學評估

並列摘要

National Taiwan University College of Medicine first integrated a new course by merging basic 'Anatomy' and clinical 'Diagnostic Roentgenology' since 1997. In this study, an assessment of student's opinion on the part of 'Diagnostic Roentgenology' was made using a questionnaire survey after the integrated course has been applied for two years. Two different patterns of teaching were evaluated in terms of the following 4 dimensions: (1) teaching time; (2) course content; (3) content difficulty and (4) the student's overall satisfaction of the course. Measurements were made on a three-point scale ranging from much satisfied, moderately satisfied to unsatisfied or from too much, just make to too little. Assessment was also taken in terms of (1) usefulness; (2) items of use and (3) the overall satisfaction on the 'Non-synchronized Assistant Web Course.' Questionnaires were E-mailed to every student. Without any obligation, the questionnaire return rate was 38%. Statistical analysis of these collected data revealed there was no significant difference of overall satisfaction on 'Lecture' and 'Small Group Discussion.' The positive satisfactory rate of each part was 95.l% and 80.5% respectively. The weakness of 'Lecture' was too much content in too little time. On the other hand, too little content in too much time was major complaint about 'Small Group Discussion.' As the extra 'Non-synchronized Assistant Web Coursc,' there was no significantly statistical correlation between the performance of student and the history of their usage. This part got the highest score of satisfaction (96.3%) in this course. We concluded that the acceptance of this new course was good. The main weakness we should improve first on the next year will be to 'rearrange the schedule' and 'enrich the course's content,' and further reassessment will be performed after then.

並列關鍵字

imaging medicine ； medical education course evaluation

國際替代計量

影像診斷學整合課程之教學成效

全文下載

主題瀏覽