論壇劇場－一個深化醫學倫理教學的新嘗試

Forum Theater: Innovation for Enhancing Medical Ethics Teaching

10.6251/BEP.201809_50(1).0006

李錦虹(Gin-Hong Lee)；邱浩彰(Hou-Chang Chiu)

角色扮演 ； 論壇劇場 ； 醫學教育 ； 醫學倫理 ； Forum theatre ； Medical education ； Medical ethics ； Role play

教育心理學報

50卷1期（2018 / 09 / 01）

131 - 146

繁體中文

本研究嘗試將『論壇劇場』應用於醫學院之生命倫理課程，透過質性研究探討執行之過程，並從不同角度評量其成效。研究對象：某大學醫學系二年級修習生命倫理課程的學生，共47名。研究工具：期末課程評量問卷、觀察者紀錄、課後檢討會議記錄、以及學生的反思札記。研究過程：研究團隊設計四個生命倫理故事作為案例，由四位戲劇專家及課程教師以論壇劇場之形式帶領課程之進行。每個故事進行2次課程（共計4小時），合計8次課程。於論壇劇場實施前、中、後三階段，分別蒐集量性與質性資料。研究結果：量性評量顯示，學生對此課程的喜歡與收穫程度，在期末有顯著的增加。質性評量對於執行過程的複雜現象、所遇到的困難、檢討與建議等提供主題式的描述，這些描述分別涵蓋學生與專家的觀點，可以成為後續課程改進之參考。

Background: Student role-play is a commonly utilized practice in medical ethics education. Because of various limitations, the benefits of role-play have not been fully realized. An interactive forum theater exhibits a unique design that may compensate for the drawbacks of role-play and provide opportunities to achieve the goals of ethics education. This study explored the application of participatory forum theater in a bioethics course and evaluated its effectiveness from different perspectives. Methods: Forty-seven second-year medical students who had taken a compulsory bioethics course participated in this study. Four bioethics clinical vignettes were predesigned by the research team. The forum theater program was conducted by four drama experts and the course instructors; this program had a total duration of 8 weeks, with 2 weeks (4 hours) for each vignette. The quantitative measurements were the interpersonal reactivity index, an ethics knowledge questionnaire, and a final-term evaluation. The qualitative data were collected through in-class observation, after-class review meetings, and student reflection reports. Research data were collected at the beginning, middle, and end of this program. Results: Compared with the initial measurements, a significant increase was observed in student feelings of satisfaction and perceived benefits with regard to this program as well as ethical knowledge at the end of the course. Five items from IRI also demonstrated a significant difference. A qualitative analysis revealed the complex phenomenon of conducting this interactive theater, the difficulties encountered, and suggestions for future applications, both from the perspectives of faculty and students.

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