職能治療學系學生國家專業證照考試表現之相關因素探討

本研究目的為探討職能治療大學部學生學習因素（個人人格特質、入學管道、暑修、參加進修英文課程）與國家證照考試之相關性。本研究對象為高雄醫學大學175位職能治療學系學生，採回溯性資料分析法。研究結果為：（1）以不同入學管道進入職能治療學系就讀的學生，以「個人申請入學學生」、「繁星申請入學學生」者學業表現最佳（χ^2=14.61, p=0.001）；（2）不須參加進修英文課程（χ^2=7.86, p=0.005）及暑修課程（χ^2=9.01, p=0.003）者，其通過國家證照考試之表現較優異；（3）學生之個人人格特質（χ^2=7.09, p=0.131）、性別（χ^2=1.14, p=0.286）在通過國家證照考試的表現上並未達顯著差異；（4）學業表現與國家證照考試成績最相關，畢業總成績高低與國考成績達中度程度之關聯（r=.518, p＜.01）。本研究藉由深入瞭解影響職能治療學系之學生取得國家證照成效的相關因素，可協助教師改善課程設計、提供補救教學策略，以提升學生學習成效及考取專業證照之核心知能，同時可提供相關專業領域參酌。

關鍵字

職能治療；國家證照考試；學習因子；學習成效

並列摘要

This study aimed to investigate the correlation between learning factors (e.g., personality, college entrance channels, remedial courses, English language proficiency) and the National Certification Examination performance in Occupational Therapy (OT) undergraduate students. A retrospective data analysis was employed in 175 OT students. The results indicated that, first, OT students from different college entrance channels had significantly different academic performance; those from the Multi-Star Project and individual application channels outperformed others (χ^2=14.61, p=0.001). Second, OT students who did not have to take any English or summer remedial courses in college had significant better board-certified exam results (χ^2=7.86, p=0.005; χ^2=9.01, p=0.003). Third, there was no significant difference among the Multiple Aspects Personality Assessment personality classifications (χ^2=7.09, p=0.131) and gender (χ^2=1.14, p=0.286) on the National Certification Examination performance. Last, academic performance in college was moderately associated with the National Certification Examination performance (r= .518, p＜.01). The study findings may be used to guide course modifications and curriculum design. Other implications were discussed as well.

並列關鍵字

Occupational Therapy ； National Certification Examination ； Learning Factors ； Learning Effectiveness

國際替代計量

職能治療學系學生國家專業證照考試表現之相關因素探討

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