- 期刊
從拉麵學徒的學習經驗思考臨床技能訓練－具身化技能教學的CARE模式初探
Lessons from an Apprenticeship in Cooking Ramen: the CARE Model for Clinical Skills Training
摘要
本文首先以人類學的方法，分析幾年前台灣藝人「納豆」在一家日本拉麵店學習如何製作及烹煮拉麵的紀錄影片，透過該影片的分析提出幾個身體技能（body technique）教學的主要議題；接著以前述分析為基礎，進一步思考醫學臨床技能教學中的身體技能應該如何教、學的問題，並嘗試提出一種重視身體技術面向的臨床技能教學模式，其主要教學要點有：情境脈絡化的學習（contextualized learning）、注重學習者做事的態度（attitude）、反思（reflection）與具身化的學習（embodied learning）。這些要點的英文首字母剛好組成英文的「照護」，所以本文將其稱為臨床技能教學的CARE模式。本文並從教學理念的澄清切入，針對臨床技能教學CARE模式中的四個要點，分述其作為具身化教學的構想及理念，思考：在高等教育中如何經營整合具身化的知識、技能和態度的學習？如何讓學習具體化？在臨床技能操作中「通過身體思考」如何可能？在專業技能操作中讓身體成為知識生產的場所如何可能？等問題。
並列摘要
Traditionally, clinical skills training was very hands-on and conducted at the bedside. With increasing awareness of patient safety, medical students are given some instructions and practice before they commence their clinical rotations, and various tools for the assessment of their learning have been developed. However, we believe that clinical skills learning should be situated and emphasis should be placed on bodily knowledge. We looked into the oldest method of medical training - apprenticeship - to see what we could learn from this ancient tradition combined with our long-term experiences in clinical practice, teaching and research on embodiment. We analyzed a documentary on how a Taiwanese TV personality learnt to cook ramen in two days using an anthropological approach, highlighted key issues of this short apprenticeship, and identified four crucial components of clinical skills learning: contextualized learning, (learner's) attitude, reflection, and embodied learning. We name it the CARE model for clinical skills learning from the acronym formed by the first alphabets of these four factors. In this paper, we describe in detail the theories behind each element and provide suggestions for medical educators.