透過您的圖書館登入
IP:3.238.228.191
  • 期刊
  • OpenAccess

以焦點團體方式評估小班教學之成效

Evaluation of Small-group Tutorial by a Focus Group

摘要


台大醫學系自八十一學年度起,實施啓發式小班敎學。本研究以質性研究的焦點團體方式,分析小班敎學之成效。以八十五至八十八學年度參與小班敎學『醫師與人文』及『醫師與社會』兩門課之醫學系二年級學生為樣本,以焦點團體方式進行敎學改進座談。座談會每學期一至兩次、每次二小時,參加學生為每班班代與十六組小組長;各小組與會代表於座談會前先收集成員意見,於會中提出來分享與交流討論。資料分析係針對座談內容逐字分析,並將每一項重要的看法加以分類整理,在重複歸納中將相近之主題意見加以整合。四個學年度的學生均對小班敎學之成效予以肯定;將敎學改進建議整理歸納如下:1.討論方式:主席的掌控與主導性、是否要規定討論進行方式、建議邀請外賓來參與討論、及對於沈默同學的處理。2.討論主題:討論主題的訂定、討論主题的安排時機、討論主題太過廣泛、不同次討論主題的同質性過高。3.課前準備:課前準備的落實、課前準備的整合。4.指導老師:指導老師角色的肯定、指導老師的風格、指導老師的續任。5.針對小班敎學本身:小班敎學的實施時機、小班敎學的分組方式。由本研究結果可反應出學生在學習過程中亦會表现出多層面的成長;同時也呈现出,從填鴨式敎育進入新制敎學方法之過渡階段,部分學生會呈现焦慮不安或抗拒,部分仍然被動,依赖指導老師提供知識。本研究結果可做為其他院校推動小班敎學初期之參考。

並列摘要


The small-group tutorial mode of teaching has become the mainstream of medical education. The National Taiwan University College of Medicine started its innovative curriculum in 1992, using interactive small-group tutorials as one of the emphasized teaching strategies. Most of the previous studies on this subject have used quantitative assessment to evaluate the courses. The aim of the present study was to use focus group discussions to analyze the students’ viewpoints on small-group tutorial teaching. Students in the second year of medical school who underwent small- group tutorial course during the 1996 to 1999 academic years were asked to join a series of meetings. The meetings occurred twice every semester for 2 hours per session. The discussion groups comprised of 16 student representatives. The authors who are familiar with group dynamics led the discussions. Each representative had collected a lot of opinions and reflections from the student body before the meeting and they shared and discussed their findings during the meetings. Detailed transcripts of the discussions were obtained and analyzed. The first and second authors reviewed these records, thoroughly discussed every important fact and arrived at some conclusions. The conclusions were integrated and condensed into the following five major areas: 1) the form of the discussion; 2) the subject of the discussion; 3) amount of preparation before the class; 4) the tutor; 5) the small-group tutorial itself. The essence of the conclusions reflected that students became more independent in several dimensions with the mature of each small-group. However, our evaluation also revealed the transition from old-fashioned rote memorization style of education to a novel form of medical education. Some students still showed anxiety and reluctance toward the use of small-group tutorials, and others also showed dependence on their tutors. The results of our study provide important references for other schools that are debating whether to implement the small-group tutorial teaching strategy.

被引用紀錄


毛小薇(2011)。某醫學中心全面檢驗自動化合作OT案例研究〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342%2fNTU.2011.10036
林嘉甄(2002)。探討台北都會地區美髮業女性的營養知識、飲食行為及其影響因素〔碩士論文,臺北醫學大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0007-1704200714505491

延伸閱讀