運用桌上型遊戲提升國小學生對家庭醫師之認知、態度及自我效能的成效研究

Assessing the effectiveness of a tabletop game to alter elementary school students' knowledge, attitudes, and self-efficacy beliefs toward family physician services

10.6288/TJPH.202110_40(5).110038

吳文琪(Wen-Chi Wu)；簡彰蔚(Jang-Wei Jian)；張家臻(Chia-Chen Chang)；張必正(Bih-Jeng Chang)；董貞吟(Chen-Yin Tung)

家庭醫師 ； 醫療使用 ； 桌上型遊戲 ； 遊戲學習 ； 單組前後測實驗設計 ； family physician ； medical use ； tabletop game ； game-based learning ； one group pretest-posttest experimental design

台灣公共衛生雜誌

40卷5期（2021 / 10 / 29）

580 - 594

繁體中文

目標：本研究旨在評價新發展之桌上型遊戲教學模組對提升國小學童的家庭醫師認知、態度及善用家庭醫師資源自我效能之成效，並瞭解此成效在不同的年級、地區和先備知識下是否有差異。方法：本研究運用單組前後測實驗設計的方式，評價國小學童的學習成效，共有479位學生參與。介入方案為跨界專家共同發展之「健康總動員」桌上型遊戲教學模組。經培訓國小教師後，由其進行教學介入。本研究運用重複測量共變數分析模式進行成效評價。結果：教學介入後，國小學童對家庭醫師之認知、態度及善用家庭醫師資源的自我效能，皆有顯著提升。進一步分析年級、地區、和先備知識對介入成效的影響，發現年級及先備知識越低者，成效越高，且成效不受地區差異的影響。結論：本教學模組可提升四至六年級學童對家庭醫師之認知、態度，及善用家庭醫師資源的自我效能。建議教師、家長及實務工作者，可考慮採用正式遊戲的教育策略，提升學生對家庭醫師的瞭解與認識。

Objectives: This one-group pretest-posttest study evaluated the effect of a tabletop game-based intervention on elementary school student's knowledge and understanding of family medicine, attitudes toward family care, and self-efficacy in decision making to utilize family physician services, and to examine whether the effects differed by grade levels, area of residence, and prior knowledge. Methods: A questionnaire (pretest) was administered to an experimental group comprising of fourth to sixth grade students (n = 479) recruited throughout Taiwan to assess preexisting knowledge of family practice, attitudes towards family physicians, and the confidence in their ability to utilize family physician services. The same questionnaire (posttest) was administered to the students after playing a tabletop game (intervention) named Healthy Tales, which was developed by a group of health experts and creative educators with the intent to promote family physician-seeking behaviors through educating, reinforcing, and providing fun. Results: Usage of Healthy Tales was associated with statistically significant increases in the knowledge, attitudes, and self-efficacy beliefs toward family physician services. Results from the post hoc test indicated a greater effect of the game on outcome variables as students' grade level decreased as well as in students with less knowledge of family medicine. Conclusions: The tabletop game is shown to be effective in increasing knowledge, attitudes, and self-efficacy beliefs among elementary school students in the study. Educators and parents may consider using Healthy Tales to promote understanding of family medicine, persuade students the value of family care, and finally, to encourage students to utilize family physician services.

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