- 期刊
非醫學院大學生接受醫學通識課程之成效評估
Evaluation of the Effects of A General Medical Course For Non-Medical University Students
摘要
為評估在非醫學院之大學實施醫學通識教育課程的成效，本研究以民國八十二年二月至八十三年一月間國立中興大學及私立逢甲大學選修「醫學與人生」通識教育課程之學生計186人為樣本，於課前及課後施以結構式問卷調查，調內容包括學生基資料，選課原因和期望，對醫療保健之態度和認知，以及課程評估。結果共得有效樣本177人，其中男生人109人，女生68人，平均年齡21.9歲。樣本之選課原因以為增進醫學知識最多（67.2%）。樣本對醫療保健之態度，在課前對健康之詮釋以選擇身、心健康（54.2%）及身體無病（18.6%）居前兩名，課後則以選擇身、心健康（55.4%）及身、心、社會面皆健康（23.7%）居前兩名，課前、課後對健康詮釋之態度分佈間有顯著的差異。樣本課前以選擇成就（40.3%）及感情（17.6%）為人生最重要事項者佔最多，課後則以選擇成就（38.6%）及健康（20.5%）為前二名。樣本在課前選擇遺傳及生物因素（33.9%）和環境因素（23.2%）為健康主要影響因子者居多，課後則以選擇遺傳及生物因素（30.5%）及生活方式（28.2%）居前二名。 樣本對醫療保健之認知；包括急救、婦幼衛生、保健資訊和預防、營養及傳染病和常見疾病五大次領域之得分情形，課前之平均答對率為48.0%，課後為61.4%，彼此間有顯著差異。在認知之五大次領域，課後得分均顯著高於課前，其中以對保健資訊和預防類的得分提昇最多，而以婦幼衛生類得分之提昇最少。樣臺本於課後評估課程多呈正向評價。 本研究之結論為醫療保健通識課程不僅受到同學歡迎，而且確能增進大學生之醫療保健正向態度及增進對醫療保健之認知，值得推廣實施。
關鍵字
無資料並列摘要
In order to evaluate the effects of a general medical course on studens’ related attitudes and knowledge, 186 students who took the general medical course in the National Chung-Hsing Universitty or the Private Fung-Chia University were asked to fill in a structured questionnaire both before and after their course during February, 1993 an dJanuary, 1994. The average age of the 177 sutdents who completed the quuestionnaire on both occuasions was 21.9 years; 109 were males and 68 were females. Two thirds of the students indicated that they would like to learn more about health and medical sciences as the main reason for taking the course. Before the class, the leading two perceptions of health given by students were no biopsychological problem (54.2%) an dno biomedical problem (55.4%) and no biopsychosocial problem (23.7%) were the leading two perceptions afterwards. After the course, about 21% of students counted health as the greatest concern in their lives, while only 16% did before the class. At first only 18.6% of students considered life style as the most important contributing factor human health, but the frequency increased to 28.2% at the end of the class. Regarding knowledge on health and medical care, mean scores in all five domains of knowledge were significantly higher after than before the course. The general medical curriculum was welcomed and highly by students based on their evaluations after the class. We concluded that university students’ attitudes toward and knowledge on health and medical care can be significantly increased by a general medical curriculum.