透過您的圖書館登入
IP:3.236.145.110
  • 期刊
  • OpenAccess

運用文本與影像視讀及角色模擬建構醫病╱病醫溝通之國文教學模組-以王湘琦〈沒卵頭家〉為例

Using text and video sight-reading and role simulation to construct a Chinese language teaching module for doctor-patient/patient-doctor communication-Taking Wang Xiangqi's " No Scrotum Boss " as an example

摘要


醫病溝通是現代醫學教育相當重視的一環,期使醫事人才養成其稱職的人際關係與溝通能力。然而,溝通雙方的另一對象—病患或其家屬應該也有責任扮演好收訊與發訊的角色,並不是單方面由醫療人員試圖去解決醫病溝通的障礙。本文以為可從大學通識教育著手,所以,透過大一國文課程導入「醫病╱病醫溝通」觀念及其認知以促進一般大學學子往後面對醫療現場的問診及進行醫病╱病醫溝通時,能理性而有效地應對以達成醫療目的。本課程的教學活動設計係以小說文本〈沒卵頭家〉與其改編之同名電影做為醫病╱病醫溝通情境,並由教學者講述相關溝通理論,然後,讓學習者融入復刻電影人物的角色模擬以學習溝通技巧、獲得實際經驗,進而應用之。該課程模組經教學實踐後,就學生溝通行為的學習表現其量化層面而言,演員組對於個人的演繹結果有八至九成的好評,而觀察組則有七至八成的好評。就學習回饋問卷其量化層面而言,所規劃的教材與教法深獲學生肯定,且整體課程能提升其醫病╱病醫溝通能力,以及適用於非醫學大學國文之語言溝通教學。就學習回饋問卷其質性反映而言,在非必要填答的開放式問題中大約有一半以上的學生提供其學習心得和建議,可見其對於課程活動熱情的投入與相當程度的認同。

並列摘要


Communication between doctors and patients is an important part of modern medical education, and it is hoped that medical professionals will develop competent interpersonal and communication skills. However, the other object of the communication-patients or their families should also have the responsibility to play the role of receiving and sending messages. It is not a unilateral attempt by medical personnel to solve the obstacles of communication between doctors and patients. This study believes that it is possible to start from the general education of the university. Therefore, the concept and cognition of "communication between doctors and patients" is introduced through the freshman Chinese course to promote the general university students to face medical on-site consultations and conduct medical/disease treatment in the future. When communicating, be able to respond rationally and effectively to achieve medical purposes, which will help protect the health of patients, their families and themselves. The teaching activities of this course are designed with the novel text " No Scrotum Boss " and its adaptation of the film of the same name as the communication situation between doctors and patients, and the teachers will describe the relevant communication theories. Role simulation to learn communication skills, gain practical experience, and then apply them.After completing the teaching of this course module, in terms of the quantitative level of students' learning performance of communication behavior, the actor group has 80-90% favorable comments on the performance of the individual, while the observation group has 70-80% favorable comments. As far as the qualitative reflection of the learning feedback questionnaire is concerned, more than half of the non-mandatory open-ended questions provided their learning experience and suggestions, which shows that the participating students are enthusiastic and invested in the course activities to a certain degree, they are identified.

延伸閱讀