影響放射師繼續教育學習成效因素探討

研究背景與目的：隨著醫療技術的快速發展，醫事人員的專業責任已經變得非常重要以及需要大幅的自我提昇，因此醫事人員必須保持持續的學習。因為病人愈來愈重視自身權益興起，而保險種類愈來愈多且要求與規定也各不相同，病人也開始注重醫療品質與醫事人員的專業能力，故醫事人員繼續教育也成為醫療衛生政策制定的關鍵議題。本論文目的為瞭解放射師參與繼續教育學習成效之影響因素，藉由Kirkpatrick模式的：反應、學習、行為、結果四大層次評估放射師的學習成效，進而發現可能的缺失，並提出改善放射師對繼續教育課程的問題與意見等之建言。材料與方法：本論文依據Kirkpatrick模式與解構式計畫行為理論為基礎，提出包括：知覺有用性、知覺易用性、相容性、同儕影響、上級影響、自我效能、學習資源協助狀況、修課意圖、反應層次、學習層次、行為層次、結果層次等變數量，以問卷調查法，採用問卷調查方式蒐集問卷，用以預測放射師在參與繼續教育課程時所影響學習成效因素之原因。結果與結論：本論文共發放150份問卷，有效問卷為149份，回收率99%。資料分析結果顯示知覺有用性對修課意圖並無顯著影響；知覺易用性對修課意圖並無顯著影響；相容性對修課意圖有顯著影響；同儕影響對修課意圖並無顯著影響，上級影響對修課意圖並無顯著影響；自我效能對修課意圖有顯著影響；學習資源協助狀況對修課意圖有顯著影響；修課意圖對反應層次有顯著影響；修課意圖對學習層次有顯著影響；修課意圖對行為層次有顯著影響；修課意圖對結果層次有顯著影響。根據資料分析結果，本論文建議繼續教育課程若能提供網路課程納入繼續教育學分，放射師將能利用空閒時間使用網路課程來取得繼續教育學分及學習新知，如此可解決偏遠地區開課不均問題。

關鍵字

繼續教育；放射師；解構式計畫行為理論； Kirkpatrick模式

並列摘要

Research background and purpose: With the rapid development of medical technology, professional responsibility of medical personnel has become very important requiring a great deal of self-improvement, mandating continuous learning. As patients continue to pay more attention to their own rights and interests, there is attendant growth in more types of insurance and different requirements and regulations; additionally, patients now focus on the medical quality and professional competence of medical personnel, so continuing education of medical personnel has also become a policy of medical and health care. Key issues: The purpose of this dissertation is to understand the influencing factors of radiologist participation in continuing education and to assess the effectiveness of radiologists through the four levels of response, learning, behavior, and results of Kirkpatrick's model, so as to identify potential deficiencies and propose improvements to radiologists as well as suggestions on issues, opinions, etc. for continuing education courses. Materials and Methods: This paper is based on Kirkpatrick's model and deconstructive planning behavior theory. It includes perceptual usefulness, perceptual ease of use, compatibility, peer influence, superior influence, self-efficacy, learning resources, and assistance. The amount of change in class intentions as well as levels in response, learning, behavior, and outcome using questionnaire surveys were analyzed to predict the causes of radiologists' influence on learning effectiveness factors when participating in continuing education courses. Results and Conclusions: A total of 150 questionnaires were distributed to radiologists in this paper, and the recovery rate was 99%. The results of data analysis showed that perceived usefulness had no significant effect on the intention of the class; perceived ease of use had no significant effect on the intention of the class; compatibility had a significant impact on the intention of the class; while peer influence had no significant effect on class intention. There was no significant effect of superior influence on class intention; self-efficacy had a significant effect on class intention; learning resource-assisted status had a significant effect on class intention; course intention had a significant impact on reaction level as did course intention on learning level. There was significant influence: course intention had significant impact on the level of behavior as well as on the level of results. According to the results of data analysis, this paper suggests that if continuing education courses can provide online courses to include continuing education credits, radiologists will be able to use their free time to use online courses to obtain continuing education credits, learn new knowledge and expand existing knowledge. This could solve the problem of uneven distribution of radiologist expertise and professionalism in remote areas.