運用多元教學策略於醫學院大一新生「生命倫理學」課程教學之成效

陳清惠; 林秀娟; 趙可式; 林其和

doi:10.6145/jme.201012_14(4).0002

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P262 - 271

Health & Medical Care > Medical Sciences
Social Sciences > Education

DOI： 10.6145/jme

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運用多元教學策略於醫學院大一新生「生命倫理學」課程教學之成效

Effectiveness of Using Multiple Teaching Strategies for a Bioethics Course Aimed at First Year Students with an Interdisciplinary Background at a Medical College

陳清惠(Ching-Huey Chen) ；林秀娟(Shio-Jean Lin) ；趙可式(Co-Shi Chao) ；林其和(Chyi-Her Lin)

醫學教育； 14卷4期 (2010 / 12 / 01) ， P262 - 271

繁體中文 DOI： 10.6145/jme.201012_14(4).0002

醫學教育；課程設計；生命倫理；教學策略； medical education ； bioethics ； teaching strategies ； course design

Abstract │ Reference (15) │ Times Cited (4) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Respect for life is the basic virtue central to the practice of bioethics. How to cultivate among medical students the moral characteristics associated with valuing life and caring about individuals has become one of the challenges of medical education. The main purpose of this study was to explore the effectiveness of a bioethics course that used multiple teaching strategies. First year students at a medical college were enrolled to participate in this study. A total of 144 students from three different departments took the course. In addition to traditional lectures, the other teaching strategies used included panel discussions with patients and family members, movies, personal reflection reports, group reports on illness progress experiences, competition among the group reports, participation in class group discussions, and participation in group discussion that included all students from the three different departments. An evaluation form was collected from the students at the end of the course and a total of 136 students (94.4%) completed the evaluation. The majority of students reported that the six major goals of the course had been mostly achieved. As to the helpfulness of the teaching strategies, the panel discussions with patients and family members and the movies were found to have the highest effectiveness. This study proves that multiple teaching strategies can be used successfully to teach bioethics.

Reference ( 15 ) 〈TOP〉

Lai, M.L.、Chen, H.H.、Tsai, M.C.(2006)。Initial trial of problem-based learning as a method for the teaching of medical ethics during the freshman and sophomore years。Med Educ，10，209-214。
連結：
Lee, G.H.、Tsou, K.Y.、Wang, C.C.(2009)。Analysis of students' expectations and learning outcomes in a medical ethics course。J Med Educ，13，35-48。
連結：
Shieh, J.Y.、Hsu, C.P.、Wang, H.J.(2004)。The survey of medical student's satisfaction toward the "role playing course"。J Med Educ，8，74-81。
連結：
Chang, L.J.(2007)。How to use the theory of "affective teaching" at life education。The bioethics science and education conference at the institution
DeYoung, Sandra(2003).Teaching Strategies for Nurses Educators.Prentice Hall.

Times Cited ( 4 ) 〈TOP〉

Lin, Li-Ling,Lin, Chyi-Her,Kan, Wai-Ming,Chen, Ching-Huey(2012).Effect of Interdisciplinary Small Group for Teaching Bioethics: Program Evaluation.醫學教育,16(1),39-46.
Wang, Pei-Wei,Chen, Ran-Chou,Chang, Sun-Yran(2012).Assessment of Hospital Staff Satisfaction and Training Outcome Receiving Medical Ethics Education on Disclosure Using Multimedia Case Teaching Video.醫學教育,16(2),63-69.
Wu, Hsi-Chin,Tai, Chih-Jaan,Hsin, Hsin-Chen(2011).Design of PBL Cases in Bioethical Education Spanning across General and Professional Education.醫學教育,15(3),93-100.
(2014)。基因科技應用在生命倫理課程推動之啟示。教育研究月刊，237，112-129。

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