運用即時反饋系統於醫療資訊倫理課程之教學成效及滿意度

Using the Interactive Response System(IRS) in Medical Information Ethics course, Learning effects and satisfaction.

夏佑全(Yu-Chuan Shiah)

指導教授 ： 李宜昌

中山醫學大學/健康管理學院/醫療產業科技管理學系碩士班/碩士(2014年)

https://doi.org/10.6834/CSMU.2014.00081

摘要

本論文旨在研究運用即時反饋系統(IRS)於醫療資訊倫理課程教學時，對於學生之學習成效及滿意度的影響。其中特別針對「課程滿意度對學習成效的影響」、「課程性質相關因素對滿意度的影響」、「課程性質相關因素對學習成效的影響」、「互動問題由誰提出對整體課程的影響」等四大項目進行探討。
　　關於教學課程的選擇，係以作者的指導教授任教之「電腦概論」進行實驗。至於課程設計及案例來源，則是參考問題導向學習(PBL)之教學設計，以及林杏子(2003)於《資訊倫理》書中針對Mason（1986）所提資訊倫理四大議題：「隱私權」(Privacy)、「精確性」(Accuracy)、「財產權」(Property)與「存取權」(Accessibility)，進行揣摩與規劃設計而得。
　　本研究的教學實驗係根據醫療資訊倫理課程的要求而進行，並依IRS課堂互動問題由教師或學生提出的方式不同，進行為期三週的兩次試驗，研究對象計有141人。在滿意度調查方面，本研究採用「課程影響因素暨滿意度問卷」，分析受測者對於IRS課程的實質滿意度。至於學習成效評量則分以下兩個面向：試驗一為教師主導討論問題，並於課後進行理解測驗以作為學習評量的依據；試驗二則由同學主導討論問題，並依課程主題自行設計問題，作為學習評量的依據。課程結束後再由作者與指導教授分別針對：試驗一的課後理解測驗結果，以及試驗二由學生設計的問題進行評分，並以此代表兩組試驗之受測學生的學習成就。
　　根據本論文研究結果發現：(1)受測學生對於IRS課程的滿意度及參與誘因會影響學生在課程中的學習成效。(2)課程設計、同儕促成、參與誘因等課程性質相關影響因素皆會影響課程滿意度。(3)課程互動問題由教師或由學生提出，對滿意度及學習成效的影響皆不顯著。

關鍵字

醫療資訊倫理 ； 即時反饋系統 ； 問題導向學習 ； 滿意度

並列摘要

This thesis presents an experimental study to explore the learning effect and satisfaction of using interactive response system (IRS) in medical school information ethics course. Particular interests have been placed on four typical dimensions, namely, the influence of course satisfaction on learning effect; the influence of course relevant factors (CRF) to satisfaction, the influence of CRF to learning effect, and the role of question designer in the learning outcomes.

　　In experiment setup, the course of Introduction to Computer, given by the author’s thesis advisor, was selected, and the problem-based learning (PBL) approach was adopted to design the course content. In preparing the material, the book of Information Ethics by Lin (2003) was referred, especially the part cited from Mason（1986）. Typical cases about the issues of information privacy, accuracy, property, and accessibility were complied for the class discussions.

　　The experiment was conducted in two tests, three weeks a term, under the course requirements of medical information ethics and with 141 students joined. Satisfaction was analyzed according to the response of the CRF and satisfaction questionnaire, issued in the end of each test. The learning effect was separately evaluated. In test #1, questions and class discussions were hosted by the instructor, and a comprehension exam was given to evaluate the learning effect. However, in test #2, students were asked to design questions for the topic discussions. In the end of the course, the results of exam and question design were separately scored by the author and his advisor, as the learning outcomes.

　　Through this study, major findings obtained include: (1) Student incentives and satisfaction to the use of IRS will affect the learning performance outcome. (2) Curriculum design, peer led, and participation incentives are key factors to the course satisfaction. (3) Question design by instructor or by students has less influence on the course satisfaction and learning effect.

並列關鍵字

Medical Information Ethics ； Interactive Response system(IRS) ； Problem-Based Learning(PBL) ； Satisfaction

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