設計思考轉譯臨床量表融入跨領域課程規劃：以周全性老年醫學評估為例

Design Thinking Translation of Clinical Assessment Scales Integrated Into Interdisciplinary Course Planning: Comprehensive Geriatric Assessment as an Example

李孟學(Lee, Meng-Hsueh) ； 蘇睿寧(Su, Ruei-Ning) ； 游詠晨(Yu, Yung-Chen) ； 李逸軒(Lee, Yi-Hsuan) ； 林芝伃(Lin, Chih-Yu) ； 林威宏(Lin, Wei-Hung) ； 辛致煒(Shin, Jyh-Wei)

《教育傳播與科技研究》 132期 (2023/08) Pp. 1-20

https://doi.org/10.6137/RECT.202308_(132).0001

摘要

本研究旨在以設計思考將周全性老年醫學評估量表與跨領域課程融合，以應對老年人口快速增加對醫療照護體制的衝擊。透過行動研究方式，瞭解運用設計思考工作坊迭代三個任務，包括利害關係人教學困境盤點、周全性評估課程資源盤點、從素人到達人的課程規劃，並以專家共識的方式進行周全性老年醫學評估量表臨床實務操作與照護理論依據間連結之驗證，完成跨領域課程內容開發的擬定。研究結果顯示，設計思考工作坊有效提升參與者對學習相關議題的瞭解和認知。工作坊任務根據高齡照護的5Ms原則，亦即心智狀態（mind）、活動能力（mobility）、藥物狀況（medications）、多重複雜性（multi-complexity）和最重要的事（matters most）的合稱，將其概念化並呈現量化成果，同時符合臨床周全性老年醫學評估量表項目及課程單元數。從素人到達人的課程規劃成果，工作坊呈現之核心內容項目數與實際執行周全性老年醫學評估課程單元數分配比例相反。本研究藉由設計思考工作坊提出的課程規劃結果，可作為跨領域團隊開發學習課程提供參考，並協助優化現有的老年照護教育。

關鍵字

設計思考 ； 周全性老年醫學評估 ； 課程規劃 ； 跨領域

並列摘要

This study investigated how the effect of the rapid growth of the older adult population in Taiwan on the Taiwanese health-care system could be mitigated by integrating comprehensive geriatric assessment into interdisciplinary digital courses through design thinking. Using an action research approach, we conducted design thinking workshops to identify the challenges to teaching for stakeholders, to inventory resources that could be used for comprehensive assessment courses, and to plan courses at levels ranging from novice to expert. Additionally, we validated the connection between clinical practice and comprehensive geriatric assessment by using an expert consensus approach and by considering the underlying theories of care. We considered the results of this validation when finalizing the course content. The results indicate that the design thinking workshop deepened the participants' understanding and awareness of learning-related issues. The workshop tasks quantified the results that the outcomes of the 5Ms framework including mind, mobility, medications, multi-complexity, and matters most in geriatric care while aligning with the items of the comprehensive geriatric assessment scale and the number of curriculum units. However, the curriculum planning results revealed an inverse relationship between the core content items presented in the workshop and the allocation of curriculum units for teaching comprehensive geriatric assessment. The curriculum planning methods and results of the design thinking workshops of this study can serve as reference for interdisciplinary teams developing educational courses, and the results can assist future studies in optimizing geriatric care education.

並列關鍵字

design thinking ； comprehensive geriatric assessment ； course planning ； interdisciplinary

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