實務導向之醫學人文課程設計與初步成效評估

邱淑媞

doi:10.6145/jme.200512_9(4).0006

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P55 - 67

医药卫生 > 医药总论
社会科学 > 教育学

DOI： 10.6145/jme

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实务导向之医学人文课程设计与初步成效评估

The Design and Initial Assessment of a Practice-oriented Course on Medical Humanities

邱淑媞(Shu-Ti Chiou)

Journal of Medical Education ； 9 卷 4 期 (2005 / 12 / 01) ， P55 - 67

繁体中文 DOI： 10.6145/jme.200512_9(4).0006

医学人文；医学教育；专业发展；经验学习； medical humanities ； medical education ； professional development ； experiential learning

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摘要 │ 参考文献 (15) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

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To foster student's personal and professional development, the author designed a course which provided role models and experiential learning to students, and assessed its feasibility and initial effectiveness. The following teaching methods were integrated in this course: special lectures, small-group visits to healthcare facilities, oral presentations and written reports of small-group activity, class discussion, short essays with teacher's feedback, and a final report. The author carried out an anonymous structured questionnaire survey after the course was completed. A total of 96 (800%) students responded and returned the questionnaire. The analysis shows that more than 90% of students were satisfied with the planning of the course, the amount and depth of course materials, the teachers teaching methods, and the overall teaching. The most preferred learning activity was the small-group visits to healthcare facilities. 89.6% students said they felt respected in this course, and 97.9% students found at least one role model among the lecturers and tutors. Exceeding 90% of students felt this course was helpful to their future learning and work, were inspired to explore the richness of life, felt the need to acquire multidisciplinary capabilities in addition to technical knowledge and skills, realized the quality improvement efforts made by the organizations and medical professionals, experienced a strong feeling that medicine should be person-centered, recognized that a patient is not only a person who is ill, but also a respectable life, and felt more strongly about the social responsibility of medicine. 81.3% of students said they experienced respect and concern for human lives through the course activities, 83.3% found this course helpful in cultivating the value of helping people as a happy thing, 77.1% found it helpful in motivating pursuit of self actualization, 76% agreed they had greater courage to face frustration and difficulties ahead, and 75% found the course helpful in inspiring their passion for medicine. This study demonstrates that a medical practice-oriented humanity course focused on student's developmental need was feasible and very acceptable to students. With a proper course design, the course can be inspiring, resonating and touching. However, such a course needs the involvement of many teachers and strong administrative support.

参考文献 ( 15 ) 〈TOP〉

高美英、吕碧鸿、褚龄霙(2004)。台弯当前医学人文课程之实施现况与推展困境。医学教育，8，392-401。
连结：
American Board of Internal Medicine(2001).Project Professionalism, 7th printing.Philadelphia:American Board of Internal Medicine.
Brownell AKW,Cote L(2001).Senior residents' views on the meaning of professionalism and how they learn about it.Acad Med,76,734-737.
Canadian Medical Association(2001).Professionalism in Medicine.Ottawa:Canadian Medical Association.
Gordon J(2003).Fostering students' personal and professional development in medicine: a new framework for PPD.Med Educ,37,341-349.

被引用文献 ( 3 ) 〈TOP〉

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