某醫學院醫學史課程的背景、執行與檢討

我們醫學院醫學系的醫學史課程，自八十二學年度開設實施，迄今已有十一年的歷史。這個課程為二年級必選科目，上學期開課，佔一學分。十一年來共有四十個課題，參與授課的老師共有二十八位，其中五位為校外學者。在這期間共有三個具代表性的階段，八十八學年度之前，每年課程內容只做小幅更動，之後才開始嘗試較大的變革，包括邀請校外學者參與授課、加入中國醫學史及台灣醫療史。九十二學年度有大幅的改變，包括明定醫學史課程的五項目標並告知醫學生與授課老師，和增加由學生上台報告的上課方式，佔了上課時數的37.5%。此外，在課堂上要求學生向前坐，並在學生報告後，請報告同學提出問題問同學。後來，也有一堂老師的講課，在結束前由老師提出問題問同學，做為評估。醫學史課程面臨的問題有誰來講授醫學史，醫學史的範疇，開課的年級，上課的方式，課題訂定的原則，和短期與長期的評估等，這些都要經過一再的討論，經過修正之後，才能日趨完善。因此，在醫學院之內應該要有一個常設的醫學史課程委員會來負責設計規劃、協調和評估。此外，如何讓學生以正確的心態來學習醫學人文課程，和如何讓參與教學的老師擁有寓教育於教學的內涵去授課，都是值得正視的議題。

關鍵字

醫學史；醫學人文；通識教育

並列摘要

The course of medical history in our medical college started in the summer semester of 1993. This is an obligatory elective course for one credit. There are 40 topics and 28 teachers, including 5 invited teachers till the summer semester of 2003. During these 11 years, there are three representative stages in the design and execution of the course. Before the summer semester of 1999, there was only a minor alteration of the topics, and then there was a change of inviting teachers outside our university and adding on the topics of Chinese and Taiwanese medical history. In the summer semester of 2003, there is a substantial change, including giving the students and teachers objectives, content and regulation of the course beforehand; student's presentation in the class occupying 37.5% of the course; asking students to take more frontal seats in the classroom; asking student to ask his classmates questions about his presentation. One teacher also formulated questions to ask the students at the end of his lecture for the evaluation. Medical history belongs to medical humanities. We faces the problems of the teachers, the scope, the timing, the method of teaching, the principles of designing topics and the short term as well the long term evaluation of the course. After much discussion and through modification, the design of the course may become more appropriate. Consequently, there is a need of establishing a committee of medical history responsible for the design, coordination and evaluation. Furthermore, the ways to encourage the students to learn with appropriate attitude and to encourage the teachers to teach with the spirit of education are the issues to be seriously concerned.