實務導向之醫學人文課程設計與初步成效評估

The Design and Initial Assessment of a Practice-oriented Course on Medical Humanities

邱淑媞(Shu-Ti Chiou)

《Journal of Medical Education》 9卷4期 (2005/12) Pp. 55-67

https://doi.org/10.6145/jme.200512_9(4).0006

摘要

本研究係以促進學生個人發展與專業發展為目的，設計一結合典範學習與經驗學習之醫學人文課程，並評估其可行性與初步成效。應用之教學方法包括：特別演講、小組實踐活動、小組口頭與書面報告、課堂討論、撰寫個人隨堂心得與期末報告。課程結束後以無記名結構式問卷對學生進行調查，共回收96份(80%)有效問卷；分析發現，學生對課程的規劃、學習的數量與深度、老師的教學方式與整體教學之滿意度都達90%，最獲同學肯定的是實踐活動；89.6%學生在這門課中感覺到被尊重，97.9%有看到一位以上值得自己學習的老師。在成效方面，認為這門課程對以後的學習與工作有幫助，對開拓更豐富的人生有啓發，感受到培養知識技術以外多方面能力的需要，感受到機構與醫療人員用心提昇照護品質的精神，強烈感受醫學應以人為本，能看到病人不只是一個生病的人、也是一個值得尊敬的生命，以及更加感受到醫療的社會責任的學生都達90%以上；表示有在這門課中親身實踐對生命的尊重與關壞、以及覺得對培養助人為樂的價值觀有幫助的學生都達80%，而覺得對自我實現的動機有幫助，有更大的勇氣面對未來可能遭遇的挫折與困難，以及有助於啓發自己對醫療的熱情的，則都達75%以上。本研究顯示，以學生發展需要為核心、實務導向的醫學人文課程，是可行並且高度為學生所接受的；適當的設計，能達到啓發、共嗚與感動的教學效果。但是課程的進行需要許多教師共同投入，行政上的支持不可或缺。

關鍵字

醫學人文 ； 醫學教育 ； 專業發展 ； 經驗學習

並列摘要

To foster student's personal and professional development, the author designed a course which provided role models and experiential learning to students, and assessed its feasibility and initial effectiveness. The following teaching methods were integrated in this course: special lectures, small-group visits to healthcare facilities, oral presentations and written reports of small-group activity, class discussion, short essays with teacher's feedback, and a final report. The author carried out an anonymous structured questionnaire survey after the course was completed. A total of 96 (800%) students responded and returned the questionnaire. The analysis shows that more than 90% of students were satisfied with the planning of the course, the amount and depth of course materials, the teachers teaching methods, and the overall teaching. The most preferred learning activity was the small-group visits to healthcare facilities. 89.6% students said they felt respected in this course, and 97.9% students found at least one role model among the lecturers and tutors. Exceeding 90% of students felt this course was helpful to their future learning and work, were inspired to explore the richness of life, felt the need to acquire multidisciplinary capabilities in addition to technical knowledge and skills, realized the quality improvement efforts made by the organizations and medical professionals, experienced a strong feeling that medicine should be person-centered, recognized that a patient is not only a person who is ill, but also a respectable life, and felt more strongly about the social responsibility of medicine. 81.3% of students said they experienced respect and concern for human lives through the course activities, 83.3% found this course helpful in cultivating the value of helping people as a happy thing, 77.1% found it helpful in motivating pursuit of self actualization, 76% agreed they had greater courage to face frustration and difficulties ahead, and 75% found the course helpful in inspiring their passion for medicine. This study demonstrates that a medical practice-oriented humanity course focused on student's developmental need was feasible and very acceptable to students. With a proper course design, the course can be inspiring, resonating and touching. However, such a course needs the involvement of many teachers and strong administrative support.

並列關鍵字

medical humanities ； medical education ； professional development ； experiential learning

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