CIPP 評鑑模式在醫學教育領域的適用性

醫學教育旨在培養（１）醫療（臨床醫學），（２）公共衛生（預防醫學）及（３）生物醫學科學（基礎醫學）之專業人才；國際間較流行之評估工具主要針對個別的學習成效，包括標準病人、客觀結構式臨床測驗、臨床表現測驗模式、社區導向醫學教育品質模式等，多為醫學生臨床技能的測驗方法，缺乏足以涵蓋基礎醫學及公共衛生領域之醫學教育評鑑方式。評鑑制度在提昇醫學教育品質方面扮演著重要的角色。一九九八年美國「外國醫學教育與評鑑」國家委員會曾指出我國缺乏嚴謹的醫學教育評鑑制度，而認為我國醫學教育評鑑制度與美國的制度不能相比較。有鑑於此，教育部委託國家衛生研究院成立醫學院評鑑委員會（TMAC)，為我國醫學院評鑑開創了新的展望。然而我們仍缺乏一個具宏觀架構性的評鑑模式，是以在此提出CIPP模式。CIPP模式發展於1960年代晚期，當時主要用於教育機構之評鑑，係以明確的目標、測試和實驗設計為取向。CIPP模式涵蓋背景評鑑、輸入評鑑、過程評鑑及成果評鑑；本文在於介紹此一模式，期能整合各項醫學教育評鑑之元素及方法，建構完善的評鑑模式。CIPP評鑑模式可能適用於醫學教育領域的原因如下：（１）評鑑過程系統化；（２）兼重形成性與總結性的功能；（３）適用於各層級的醫學教育；（４）適用自評與外部評鑑。

關鍵字

評鑑；醫學教育； CIPP 模式

並列摘要

The purpose of medical education is to educate v students concerning: (l) clinical medicine; (2) public health; and (3) biomedicine. Since 1992, the medical schools in Taiwan have begun a series of educational schools in Taiwan have begun a series of educational reforms that include the implementation of small group tutorials, integrated courses in basic science and clinical medicine, innovative teaching strategies for the medical humanities and medical ethics, etc.. However there has been very little research with respect to outcome evaluation of these programs or particular projects. Adequate assessment or accreditation methods are one of the most important ways to provide feedback and thus improve the quality of program implementation. In the past, most evaluations have centered on individual student competency. Popular evaluation methods include the Standardized Patient (SP), the Objective Structure Clinical Examination (OSCE), the Clinical Practice Examination (CPX), and Community Oriented Medical Education (COME). Most of these methods are used to evaluate clinical competency, and we still lack a method applicable to program evaluation in the educational fields of biomedicine and public health. An evaluation system plays an important role in improving the quality of medical education. In 1998, the National Committee on Foreign Medical Education & Accreditation (NCFMEA) of the United States were critical of medical education in Taiwan because there was no accepted method that was used to assess medical education in Taiwan, and they judged Taiwan’s medical education “non-comparable” to the American system. At that point, the Ministry of Education (Taiwan) requested the National Health Research Institutes to establish the “Taiwan Medical Accreditation Council (TMAC)” TMAC put forward a new vision for the evaluation of Taiwan medical schools, but it still lacked a macro and structural model for evaluation. Therefore, the authors aim to introduce the CIPP model and discuss its applicability to accreditation of medical education. The CIPP model was developed for evaluating the institutes of education in the late 1960s, and is directed at concrete goals, tests, and experimental designs. The model is composed of the following four parts: context evaluation (C), input evaluation (I), process evaluation (P), and product evaluation (P). It is a comprehensive evaluation model that integrates crucial evaluation issues and methods of medical education. The authors think the CIPP model is applicable to medical education because of the following characteristics: 1) the process of evaluation is systematized; 2) it has both [amative and summative functions; 3] it can be applied at each level of medical education; and 4) it can be used both internally by staff or externally by experts. (Full text in Chinese)

並列關鍵字

evaluation ； medical education ； CIPP model

參考文獻

劉克明、黃裕勝(2003)。應用英美醫學生臨床技能測驗模式落實台灣醫學生臨床技能測驗評估。醫學教育。1，16。

劉文俊、梁繼權、王維典、邱泰源、陳慶餘、呂碧鴻(2002)。醫學生社區醫學教育學習成效之評估。醫學教育。4，425-431。

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Google Scholar

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