在實作中發展素養：以STM為基礎之職能治療課程設計與成效

Developing Professionalism in Practice: Design and Effects of a STM-Based Occupational Therapy Course

洪佳慧(Chia-Hui Hung) ； 潘乙伶(Yi-Lin Pan)

《職能治療學會雜誌》 37卷1期 (2019/06) Pp. 102-131

https://doi.org/10.6594/JTOTA.201906_37(1).0005

摘要

職能治療歷史中，治療模式從「機械論」發展到「整體論」，強調將人視為整體的「全人」觀點。而台灣職能治療教育也積極透過相關學習活動培育專業素養，但卻鮮有相關的成果報告。因此，本研究欲建構一融合社會、科技與醫療（Society-Technology-Medicine，STM）思維之輔具課程，期待培育出具素養之職能治療人員。研究方法為採用準實驗設計，以單一組前後測方式進行。研究對象以方便樣本取樣，為100位技職體系職能治療二年級學生，學生分為10組參與共18週，每週一次，每次2小時的STM課程。課程活動包含：展覽參觀、講述教學、輔具實作、問題導向學習，及焦點團體分享與成果展示。資料收集之工具包含問題導向學習學生評估量表（Tutotest^c）及概念圖、課程滿意度調查表與焦點團體質性訪談。研究結果顯示參與者對課程皆表滿意；以概念圖來看，在概念及概念分層上達到顯著成效；Tutotest^c問卷結果顯示在團隊合作、溝通領導能力、假設的形成與檢驗、同儕尊重，於後測皆達顯著成效。綜合而論，本研究認為將科技、醫療與社會議題融入教學中，透過展覽漸次理解學習主題、鞋墊實作及問題導向學習，逐漸改變學習者的認識觀，引導更多對於人與社會的思考，對於職能治療學生專業素養發展，已能見到萌發與雛型，因此為可提升專業素養之課程模式。

關鍵字

專業素養 ； 概念圖 ； 問題導向學習 ； 鞋墊 ； 社會科技與醫療

並列摘要

In the occupational therapy (OT) history, the treatment model is evolved from a mechanistic view of man, then transforming to emphasize the perspective of the human beings as ＂whole-person＂. The professional education of OT in Taiwan uses relevant learning activities to cultivate professionalism; however, little is known about the effectiveness. The aim of this study was to develop and examine the effects of an assistive device course integrated with society-technology-medicine (STM) thinking to enhance students' professionalism. A quasi-experimental design was used, and data were collected from the pre- and post-tests. 100 second-year OT students in the technical and vocational education system took part in this study. The course was two hours per week for 18 weeks, and encompassed five learning activities: learning in an exhibition, lecture-classes, hand-on practice of assistive devices, problem-based learning (PBL), and final learning on achievement presentation. The data collection methods and tools included the Tutotest^c, concept mapping, curriculum satisfaction survey, and focus group qualitative interviews. The results showed that the participants were satisfied with the course. In terms of concept mapping, significant differences between the pre- and post-test were found in the domains of Concepts and Levels (p =. 000). In addition, significant differences were found between the pre- and post-test in teamwork, communication and leadership, hypothesis testing, and respect of others in Tutotest^c questionnaire. This study shows that the asssitive device course integrated with the STM thinking may change students' epistemology and enhance their professionalism through learning activities such as exhibition, hand-on practice, and PBL. Overall, this study examplifies a course structure for developing professionalism in OT education.

並列關鍵字

Professionalism ； Concept Mapping ； Problem-Based Learning ； Insoles ； Society-Technology-Medicine