醫學教育適用的課程統整模式與範例

醫學教改亟欲做課程統整，以解決傳統醫學教育因分科教學衍生的許多教育問題，以及為減輕學習者的認知負載、培養具備高層次學習能力和高水準的醫療人員、呼應問題導向學習理念、幫助學習統整等。目前國內有許多醫學院校正積極規劃和發展能因應二十一世紀醫學教育人才的課程，但是醫學教育卻鮮少有相關的探討和研究。因此內文主要是整理和比較Drak提出的多學科、跨學科和超學科等三種課程統整模式，包括連結方式、組織架構、學科界限、統整程度、學習範圍、教學重點，學習成果和評量重點等。並依其理念設計三個醫學相關的主題和範例，如利用多學科統整模式設計「呼吸作用」，利用跨學科統整模式設計「輻射」，利用超學科統整模式設計「器官移植」。這三種模式的統整程度依序加重，學科界限越來越模糊，教學重點趨向強調成為未來具生產力公民所需的技能，評量重點朝向強調高層次的和終身必備的技能，使學習者能因應真實生活所需。三者之中，超學科模式是最能契合問題導向學習的理念。本文闡述Drake提出的課程統整模式和作者設計的醫學相關主題，期盼能為欲改革醫學教育者參考。

關鍵字

課程統整；統整課程；問題導向學習；多學科統整模式；跨學科統整模式；超學科統整模式

並列摘要

Traditional medical education has derived many problems from learning being split into a series of divided disciplines. Therefore, medical education reforms by reducing cognitive loading, promoting a higher level of learning abilities and produce better-qualified medical staff are a response to the rationale of Problem Based Learning (PBL), and help with integrated learning, Recently, many medical schools have become eager to design integrated curriculum based on the rationale of the educational revolution, but investigations of researched for curriculum based on the rationale of the educational revolution, but investigations of researches for curriculum integration are rare. In this article, three integrated curriculum models as developed by Drake (1993; 1998) are introduced in terms of their application to medical education. These are the multidisciplinary approach, interdisciplinary approach and transdisciplinary approach. They are compared with each other through both the approach and concept framework. The latter in terms of what is worth knowing, how connections are made, learning out-comes, assessment, etc. are also compared. The multidisciplinary approach emphasizes what content is important within each disciplined. Disciplined cluster and recluster in the multidisciplinary approach, making the connection among many disciplines more obvious and easier to identify than other approaches. The interdisciplinary approach works across disciplines by blending the domains of cognition, skill and affectiveness, emphasizing what is worth knowing, and claims that processes and meanings, such as critical thinking, interpersonal relationship, etc., are more important than the final product and content. The transdisciplinary approach transcends disciplines, placing emphasis on what the students need to learn in order to become productive citizens in the future, encouraging students to manage self learning, and to learn how to solve ambiguous issues or problems. The transdisciplinary approach is similar to PBL in that it teaches knowledge that is embedded in a real-life or a cultural context. Based on the principles of each approach, their application to an educational system based on three themes or focus issues, the respiratory system, radiation, and organ transplant, are described.

並列關鍵字

Curriculum integration ； integrated curriculums ； problem based learning ； multidisciplinary approach ； interdisciplinary approach ； transdisciplinary approach