醫學生早期臨床體驗

The Early Clinical Experience of Medical Students

趙若辛(Jo-Hsin Chao) ； 謝明蓁(Ming-Chen Hsieh) ； 陳宗鷹(Tsung-Ying Chen)

《台灣醫學》 24卷6期 (2020/11) Pp. 634-639

https://doi.org/10.6320/FJM.202011_24(6).0004

摘要

醫學教育中已知有早期臨床體驗學習，對醫學生在溝通技巧、自我認同以及臨床見實習學習壓力調適，都有助益。本研究以「自我決定論」分析在醫學生臨床體驗的過程中，啟發出不同類型的影響，包括正向的學習意願及動機等。本研究在2016年進行，以一群醫學系四年級未有過臨床經驗的學生為研究對象，臨床體驗活動共計6週，資料收集以質性方式進行課後焦點團體訪談。結果顯示學生對疾病的背景環境因素、病患就醫狀況、以及治療決策推理思考均有提升。此外對於觀察、反思及同理心的提升與人際溝通，均有成長。本研究發現，臨床體驗學習可引發醫學生的內在學習動機，並激發設定更高的學習目標及理想。

關鍵字

早期臨床體驗 ； 自我決定論 ； 醫學生

並列摘要

Early clinical experience (ECE) benefits medical students by strengthening their communication skills, forming a sense of identity, and alleviating the learning pressure during clerkships has been confirmed in the medical education literature. The purpose of this study was to investigate the self-determination theory, the fundamental needs drive individuals to behave effectively and positively which may in turn influence attitudes and intentions towards students learning. In 2016, a group of fourth-grade students at a medical school in Taiwan were invited to participate in a six-week ECE program. A qualitative method was applied in this research, and data were collected through in-depth interviews, focus groups, and student reports from the course. Students showed awareness of the contextual determinants of care and emphasized patients' motivation for treatment. Moreover, a model of clinical reasoning was used to accommodate the complicated contexts in which clinical problems usually arise. They also reported improvements in their ability to observe, self-reflect, empathize, and communicate interpersonally. When self-determination theory is applied to student learning, the premise begins with students being intrinsically motivated to learn and be inspired students to set and achieve challenging goals.

並列關鍵字

early clinical experience ； self-determination theory ； medical student

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