運用多元教學策略於醫管倫理課程之教學實踐

Pedagogical Praxis of Applying Multidimensional Teaching Method in Healthcare Administrative Ethics

尤素芬(Su-Fen You) ； 鄭惠珠(Huei-Chu Cheng)

《人文社會科學研究：教育類》 12卷1期 (2018/03) Pp. 19-45

https://doi.org/10.6618/HSSRP.2018.12(1)2

摘要

本文是專業倫理課程之教學實務研究，探討多元教學策略結合翻轉教學是否能提高學生的學習成效，並強化其自主學習能力。研究方法採用前後測問卷調查為主，輔以課程助理之課堂參與式觀察之方法。本研究發現，多元教學方法可以激發學生的學習興趣，而翻轉教學的確讓學生的學習準備度提高，並讓教師能帶動較具深度的討論。另外，本課程基於成人學習理論採用案例討論法與過程任務的設計，促成了同儕對話與合作學習的機制，且提升了學生和老師的對話互動。就學習成效而言，學生所具備的倫理知識及判斷在期初／期末有明顯的改變，對各倫理內涵的重視態度也是如此，並認同「掌握倫理內涵」是醫管人員應具備之能力，這些都表示課程有達到學習目標。最後，有關多元教學方法的評值，學生對「專家演講」及「主題報告」兩項在提升學習成效的認同上有達到顯著水準；相較之下，「閱讀寫作」及「創意海報」得到的回響較為分歧，認為能提升學習成效的分數也較低。整體來說，多數學生認同多元教學法，認為花更多時間在學習活動是值得的。本文認為，醫管倫理課程採用多元教學策略有明顯可見的效果，也能提升學生的主動學習能力，但在過程中仍然需要對學生提供足夠的引導。

關鍵字

多元教學策略 ； 主動學習 ； 倫理教育 ； 專業倫理 ； 教學實踐

並列摘要

This paper explores the teaching practice of Professional Ethics for the students in the Department of Healthcare Administration in some private university in Taiwan. It examines whether multidimensional teaching method combined with flipped classroom can improve students' learning outcomes and strengthen their capacity of active learning. We conducted pre-course and post-course questionnaire surveys and also participatory observation as a supplementary method. We found that the multiple teaching methods did arouse students' interest in learning. Meanwhile, flipped instruction has improved students' learning preparation and enabled teachers to drive in-depth discussion more. Based on the theory of adult learning, this course adopted case study and process tasks. Such a course design worked well in that it has facilitated the mechanism of cooperative learning, and has also enhanced the teacher-student interaction. The students' ethical knowledge appeared obvious changes at the end in comparison with that at the beginning of the semester, and likewise their attitudes towards attaching importance on ethical implications. They considered that ethical reasoning is part of the professional capacities. The above means that the goals of learning are well achieved. Regarding the evaluation of multidimensional teaching methods, both expert speech and topic report reached a significant level in contributing to learning progress. In contrast, both reflective writing and creative poster received lower level of scores. On the whole, most students agreed with the multidimensional teaching method and believed that spending more time on learning activities is worthwhile. Finally we argue that the multidimensional teaching method may result in good learning outcomes and also in enhancing students' capacity of active learning. It is necessary to provide enough guidance for students in the process.

並列關鍵字

Multidimensional teaching method ； active learning ； ethical education ； professional ethics ； pedagogical praxis