出國考察醫學教育的成效探討

台大醫學院自1996年開始，派遣擔任小班敎學的臨床醫師至美國進修考察醫學教育，為期一個月。三年來共有27位分別至紐約羅徹斯特醫學院(RMS)、賓州大學醫學院(UP)和約翰霍普金斯醫學院(JHU)考察。為了解敎師出國考察對醫學教育改革的效益，本研究根據問卷調查及考察心得報告，分析考察成效。27位除2位繼續出國進修，1位離職外，問卷悉數回收。考察的學校以RMS最多（10位），UP次之（9位）。考察的內容以整合課程和臨床醫學敎學最多，各佔87.5%和68.8%。對該考察學校最深刻的印象為：教師的教學態度及技巧(81.2%)和教材的編寫(75%)；而這兩項也是這些教師認為其所屬單位最需改進的。考察對這些敎師在教學影響最大的部份包括：教學技巧(87.5%)、教學態度(62.5%)、教材編寫(56.2%)和師生互動(56.2%)。12位認為出國考察，對其所屬單位在教學上有實質幫助；對醫學院的教育改革影響，14位持正面的態度。回收的20份心得報告均認為考察對敎學理念、敎學技巧和敎學意圖，有很大的幫助；3位認為對同儕的敎學可以有很大的影響，但也有7位有無力感。部份考察回國的敎師並已開始著手教材的編寫，包括核心課程及小班敎學基礎醫學案例的撰寫。所有出國的敎師都希望再出國考察醫學教育，希望再考察的内容以敎材的編寫和課程的編排最為優先。綜合心得報告和問卷調查的結果發現，這些敎師對出國考察均持相當正面的看法，其所屬單位和同儕大多對他們的考察心得做出回應，並尋求改進。醫學院或某些單位已開始著手進行敎材的編寫和課程的編排。

關鍵字

醫學教育；考察；小班教學；教育改革

並列摘要

From 1996 to 1998, 27 physicians who had participated in small group tutorials were recruited to join a faculty development program in the United States. Each tutor received 1 month of training in one of the following medical schools: Rochester Medical School in New York (RMS), University of Pennsylvania (UP), John Hopkins University (JHU), University of California in San Francisco, Georgetown University in Washington DC, and McMaster University. This study evaluates this staff development program by use of questionnaires and analysis of tutors’ reports. Twenty-five tutors returned their questionnaires and 20 tutors handed in their reports. Among them, 10 physicians studied at RMS, 9 at UP, 2 at JHU, and 1 at each of the other schools. The most popular activities of their programs were integrated courses (87.5%) and bed-side teaching (68.8%). They were most impressed by the teaching attitudes and skills (81.2%) expressed by the teaching staff in these medical schools, followed by the preparation of teaching materials and syllabuses (75%). Tutors thought the above 2 categories should be critically improved in their respective medical schools. They also considered that this learning experience can help them improve their teaching skills (87.5%), teaching attitude (62.5%), preparation of teaching materials (56.2%), and their interactions with students (56.2%). Twelve tutors thought that this learning experience was helpful in improving the teaching program of their own departments and to the progressive evolution of medical education at Medical School of National Taiwan University. In their reports, the tutors stated that this staff development program was very helpful in giving them a better understanding of the concepts of medical education, and in improving teaching skills and attitudes. In addition, 3 tutors reported that their own experiences had a positive influence on their colleagues’ teaching. Some of tutors began to rearrange core courses and to recompile syllabuses. However, 7 tutors felt powerless to initiate any change. All these tutors expressed a willingness to join the faculty development program again. The subjects available for further study are curriculum arrangement and compilation of teaching materials and syllabuses. In summary, tutors were very positive towards the faculty development program. They also had received positive feedback from their department and colleagues Their experiences from these foreign medical schools stimulated continuing efforts to rearrange some curricula and to recompile teaching materials and syllabuses in their medical schools.

並列關鍵字

medical education ； faculty development ； small group tutorial ； education reform

國際替代計量

出國考察醫學教育的成效探討

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