醫學生選修通識課程之選課原因、收穫及課程滿意度分析

Analysis of the Reasons, Gains, and Degree of Satisfaction that Are Behind Medical Students' Choices in Taking Elective Courses in the Liberal Arts

彭巧珍(Cheau-Jane Peng) ； 陸偉明(Wei-Min Luh) ； 王新台(Shan-Tair Wang) ； 林其和(Chyi-Her Lin)

《Journal of Medical Education》 12卷2期 (2008/06) Pp. 84-95

https://doi.org/10.6145/jme.200806_12(2).0004

摘要

本研究針對某醫學院醫學生修習通識課程之原因與主觀收穫和滿意度做分析。研究方法為以醫學系三、四年級已修習通識課程之醫學生為對象，填寫修習個別通識課程之原因、修課收穫及滿意度。七項修課原因（個人興趣、不得已、分數好拿、學長推薦、課業輕鬆、個人成長、教師特質）與六項課後收穫（人文素養、知識增長、明辨是非、拓展視野、建立生命觀、改變價值觀）以複選不互斥的方式填答、五項修課滿意度（符合預期、內容滿意、時段適當、印象深刻、強力推薦）以Likert五分法填答。以敘述統計及相關度統計描述各類別通識課程原因、收穫與滿意度的認同度和相關度。結果顯示，學生選擇通識課程的原因，以「個人興趣」、「個人成長」和「不得已」最高、而「分數好拿」、「課業輕鬆」原因最低。正向修課原因加總，以文史哲學類最高、次為社會科學類；負向修課原因加總，以自然科學類最高。課後主觀收穫，認為有「知識增長」者最高，次為「拓展視野」和「人文素養」。加總各項收穫的認同度，以文史哲學最高、次為社會科學、再次為生命科學，而自然科學為學生評價收穫最低者。五項修課滿意度以文史哲學領域的通識課程受評的滿意度最高、自然科學類最低，且「人文素養」收穫與滿意度相關性最高。選課正向原因與課後正向收穫和高滿意度呈明顯的相關；反之，負向選課原因常伴隨負向收穫和低的滿意度。如何強化醫學生正向的選課原因、排除負向動機，及建立通識課程推薦制度為日後通識課程可強化之處。

關鍵字

通識課程

並列摘要

Aim: The purpose of this study is to investigate the reasons behind, the gains obtained and the satisfaction associated with taking four liberal arts courses (literature and philosophy, life science, natural science, and social science) by medical students at a medical college. Method: Third and fourth year medical students were invited to recall and fill in a questionnaire regarding the liberal arts courses they had taken during their 1st and 2nd academic years. The questions provided seven reasons for taking the courses (”personal interest”, ”no alternative”, ”high score”, ”recommended by seniors”, ”light class load”, ”personal development”, and ”teacher's character”) and six possible gains from the courses (”cultivate humanity”, ”acquire knowledge”, ”distinguish right/wrong”, ”broaden horizon”, ”build-up life philosophy”, and ”change values”) that were answered in yes/no format, together with five satisfaction indices (”meet anticipation”, ”content satisfactory”, ”time appropriate”, ”deeply impressed” and ” strongly recommended”) that used a Likert's 5 point scale format. Statistical analysis included univariate description and Phi and Pearson's correlation tests across the various factors. Results: ”Personal interest”, ”personal development” and ”no alternative” were the three major reasons given by the medical students for taking the courses, while ”light class load” and ”high score” were the least attributed two factors. The literature and philosophy course received the highest agreement in terms of positive reasons, while the natural science course had the highest agreement on negative reasons. ”Acquiring knowledge” was the most common gain, followed by ”broaden horizon” and ”cultivate humanity”. Regarding the agreement on gains, the literature and philosophy course was rated as the highest, followed by social science and life science courses, while natural science course was the lowest. Overall satisfaction was highest for the literature and philosophy course and lowest for the natural science course. ”Cultivate humanity” was most strongly correlated with a satisfactory score. Conclusion: Positive reasons were correlated with the students' positive gains and with satisfaction in terms of the medical school's liberal arts education. Strengthening the positive reasons among medical students and setting up a recommendation system for the liberal arts courses may enhance the student's positive gains and satisfaction.

並列關鍵字

liberal arts courses

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