生命教育之典範：無語良師與醫學教育之研究

教育部2003年的醫學教育改革開始強調以人為本的教育理念，希望能夠引入人文精神，讓醫學教育不再是過去傳統去人性化的教學方式。而醫學教育中解剖教學的典範是位於花蓮的慈濟大學，透過無語良師的方式讓醫學生們學習生命教育的課題。本研究採取立意取樣的方式選取七位臺北慈濟醫院的實習醫師為研究對象，運用半結構式訪談法蒐集相關資料。依據吳清山、林天佑（1999）所提出之生命教育的三個層次（實踐層次、認知層次與情意層次）來探討慈濟大學解剖課程中無語良師對於醫學生的影響。研究結果發現醫學生會將醫師作為一份職業而非志業，原因來自於臺灣越來越惡化的醫病關係與醫療體系服務化，讓醫學生們即使從解剖課程中無語良師的教導中學到了生命的意義與價值，也難以在未來的行醫過程中實踐。

關鍵字

醫學教育；無語良師；生命教育

並列摘要

The Ministry of Education's reform of medical education in 2003 began to emphasize the concept of people-oriented education. It is hoped that the humanistic spirit can be introduced so that medical education is no longer the traditional way of dehumanizing education. However, the paradigm of anatomy teaching in medical education at Tzu Chi University in Hualien is to help medical students learn the topic of life education through a silent mentor (cadaver). This study took a deliberate sampling approach and selected seven intern doctors from Tzu Chi Hospital in Taipei as the research object, using semi-structured interviews to collect relevant data. This study was based on the three levels of life education proposed by Wu Qing-Shan and Lin Tian- You (1999) (practical level, cognitive level, and affective level) to discuss the silent mentor's influence on medical students in the anatomy course of Tzu Chi University. The results of the study found that medical students would treat physicians as a career rather than a vocation. The reason is Taiwan's increasingly deteriorating relationship between the doctor and the patient, and the servitization of the medical system. These two reasons have made medical students even to learn the meaning and value of life from the teaching of silent mentor in anatomy classes. It is still difficult for them to practice what they have learned in the future.