藥師運用數位學習資源的成效研究－以某醫學中心為例

The Effectiveness Evaluation of Pharmacists Using E-Learning：A Case of A Medical Center.

羅彤縈(Tong-Ying Lo)

指導教授 ： 溫燕霞

高雄醫學大學/藥學院/藥學系碩士在職專班/碩士(2015年)

摘要

醫療知識的進步是日新月異，為增進全民用藥安全，保障全體國民的健康，藥師應不斷充實並提升自我專業知識。本研究計畫以南部某醫學中心藥學部內藥師為對象，改變過去藥師參與晨會教學課程後，運用創新教學評量的模式來激發藥師學習動機，以「即時反饋系統」 (Interactive Response System，簡稱 IRS)取代傳統的紙筆測驗，以數位學習平台課程為補強輔導機制。
本研究以南部某醫學中心為例，每月底進行晨會測驗，測驗當日因值班或休假等因素未能參與IRS測驗者，需於數位學習平台進行補測。於2014年1月開始，每階段以四個月為期，第一階段執行方式是提供題庫，所有人員須自行尋找解答；第二階段”則提示測驗題解答出處及講義頁碼；“第三階段”直接提供參考答案供所有藥師。分析藥師於此三階段測驗的成績、服務的年資或年齡與學習時數上是否有差異，並以IBM SPSS 19版進行描述性分析、獨立樣本T檢定、ANOVA變異數分析評估。
納入1~12月全程參與測驗的藥師共72位，其中男性有22位(占30.6％)、女性有50位(占69.4％)，平均服務年資為12.9年，平均年齡40.2歲，以服務年資12年為基準作分組比較，再以藥師年齡為40歲為界分組。以人員於實體課程參訓的時數上，平均時數78.1小時，以中位數82小時為基準分為兩組比較；於數位課程參訓的時數上，平均時數48.7小時，以中位數42小時為基準分為兩組。以三階段在IRS及E-Learning測驗結果顯示於第一階段平均成績分別為91.89及95.42分，第二階段平均成績分別為91.27及93.58分，第三階段平均成績分別為94.08及94.46分。
發現以IRS在第三階段以提供答案比起在第二階段用提示參考資料或是第一階段以讓學員自行尋找答案的方式，檢視藥師在測驗成績上的表現皆較佳，在統計上達顯著的差異(p<0.05)。以E-Learning作為補考方式在第一階段以讓學員自行尋找答案比起第二階段用提示參考資料的方式在測驗成績表現上則較佳，並達到統計上顯著的差異(p<0.05)。

關鍵字

數位學習 ； 學習成效 ； 即時反饋系統

並列摘要

This research project featuring the pharmacists in a medical Pharmacy of one prestigious hospital in southern Taiwan. It tends to change the way the pharmacists attend the regular morning educational meetings. It also applies an innovative assessment to motivating them to learn. It uses an " Interactive Response System " (referred to as IRS) to replace the traditional paper and pencil tests. Its digital learning platform solidifies counseling mechanisms.

Those who can’t attend due to on-duty or on leave need to take make-up tests on the digital learning platform. It started in January of 2014, four months as a stage. On first stage, all attendants needed to find out the answers to the questions. On the second stage, answers as well as the sources of the questions were revealed inside the hints. On the third stage, questions and reference answers were offered directly to the tested pharmacists. The question database included last-month program, national specialty exams, prescriptions by the hospital and extensive self-learning publications and information. It’s used to analyze the differentiation between testing times and the test grades, service years. Descriptive analysis and independent sample T assessment is done by SPSS19.0 version.

72 pharmacists were involved in the year-round study, average aged 40.2 and 12.9 years of service.37 are over 12 service years, with 35 under. Grouping by age, 36 are over 40, with 36 under. It came out that it made no differences shown in the IRS scores either in age or in service experience the first two results showed 94.08 points for third stage, along with 91.27(p<0.05).Exam and prompt in providing reference methods to examine the performance of pharmacists in the test scores, reaching statistically significant difference.

並列關鍵字

E-Learning ； Learning effectiveness ； Interactive Response System

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