物理治療臨床見習課程的學習成效評估

背景與目的：物理治療臨床見習課程為將學理知識逐步應用於臨床情境。本研究目的為建立見習課程（針對骨科及小兒領域）的學生自我評估學習成效問卷，並實際用於課程評估。方法：研究人員依課程的核心能力向度初擬評估題目，進行確認題目的內容效度。徵召27名大三學生在見習前及三週見習後填寫學習成效評估問卷。將自評分數與四門必修課程成績進行相關性分析。結果：經專家會議確立兩領域各有六個核心能力向度，分別有20及21題題目。見習後各能力向度自評分數均比見習前高（較佳表現）。自評分數較佳的是態度與人文素養向度，分數較低的兩向度為專業知識與技能，及思辨問題解決。部分見習前自評分數與先備能力課程成績有顯著正相關。結論：本研究見習課程學習評估問卷能反映專業、技能及態度層面的學習成效。採用自我評估學習表現有助學生建立反思能力，教師可引導學生重視各核心向度的能力表現，從自我反思及改進中提升學習成效。

關鍵字

臨床見習課程；學習成效評估；醫學教育；自我反思能力

並列摘要

Background and Purpose: The physical therapy clinical experience is important education where students can gradually apply their academic knowledge to clinical situations. The study purpose was to establish self-assessment questionnaires for students to evaluate their learning outcomes for clinical fieldwork of orthopedics and pediatrics. Methods: The questionnaires were developed based on the core competence dimensions of the course. The content validity of the questionnaires was evaluated and established by the expert meetings. Twenty-seven 3rd-year undergraduate students were recruited. They filled out the self-assessment questionnaire before and after the three-week clinical fieldworks. The correlation between the self-rating scores and the scores of prerequisite courses were analyzed. Results: According to the conclusion from the expert meetings, six core learning dimensions and 20 questions were included for orthopedics and another six core learning dimensions and 21 questions were included for pediatrics. After three-week clinical fieldworks, the self-rating scores in each core learning dimension were higher when compared to that before the course, indicating better clinical performance. The higher self-rating scores were fallen into the dimension of attitude and humanistic literacy whereas the lower self-rating scores were fallen into the dimensions of professional knowledge and skills, and problem-solving critical thinking. There were positive correlations between some pre-clinical fieldworks self-rating scores and the scores of prerequisite courses. Conclusion: This study developed two fields of questionnaire in clinical fieldwork course to reflect students' learning outcomes, including the performance of professional knowledge, practice skills, and professional attitudes. The use of self-assessment of learning performance helps students build reflective competences. Teachers could guide students to pay attention to the performance of each core dimension, and enhance better learning outcomes through conducting self-reflection and improvement from it.

並列關鍵字

Clinical fieldwork course ； Learning outcomes assessment ； Medical education ； Self-reflection ability

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