- 期刊
用合作學習法設計醫學人文課程及其成效評鑑－以中國醫藥大學“台灣醫療史”課程為例
Designing and Evaluating a Cooperative Learning Medical Humanity Curriculum: A Case Study of "Taiwan Medical History" Curriculum at China Medical University
摘要
對以醫學為專業學生而言，以合作教學法結合歷史人文與醫療專業領域之「台灣醫療史」課程，應有助於其專業與人文間對話。本研究目的為評量合作教學法是否促進學生在專業與人文間連繫，亦是增加其對歷史學習興趣。中國醫藥大學24位選修課程學生為本研究實驗樣本，他們於課程結束後填寫「台灣醫療史課程評量」問卷。此問卷由作者參考相關問卷發展，問卷向度共分4項：課程設計、教師授課、師生與同學間互動、自我表現情形共38題，分析方法為歸類分析。本研究主要有4個發現：1.合作學習法提升學生歷史學習興趣。2.運用合作學習法可以擴展學生台灣醫療史視野。3.教師在合作學習法中有極高重要性。4.合作教學法幫助學生在課堂間彼此尊重與欣賞。作者認為合作教學法不僅提昇學生團隊學習成效，亦提高醫學生對歷史學習興趣，增進其專業與人文間對話。
並列摘要
Based on related research and literature, it is hypothesized that ”Taiwan Medical History,” a course that is grounded in cooperative learning principle and combines social humanity and medicine, should be beneficial for the learning and interaction of medicine and humanity. The study aims to design and evaluate a medical humanity curriculum based on cooperative learning principle. The subjects included 24 China Medical University students who enrolled in the course. They were asked to answer ”Taiwan Medical History Course Evaluation,” which was developed by the researchers based on consultation with earlier similar studies. The questionnaire includes 38 questions that belong to four different dimensions: course design, teaching, teacher-student interaction, and student performance. Data were analyzed with a Cluster Analysis procedure. The four major findings are: (1) A cooperative learning course design enhanced students' motivation for learning history. (2) A cooperative learning course design expanded students' vision and understanding of Taiwan medical history. (3) Teachers played a very crucial role in a cooperative learning course. (4) A cooperative course design helped students' to respect and appreciate one another. It is concluded that a cooperative learning course design increased students' achievements in history, medicine, and the interaction of the two.