應用混成式團隊導向學習法於醫護教育之教學成效：以照顧管理課程為例

The Effect of Blended Team-Based Learning Applied in Health Care Education: An Example of a Care Management Course

10.6173/CJSE.202209_30(3).0004

黃惠玲(Huei-Ling Huang)；林秀玲(Hsiu-Ling Lin)；廖彥婷(Yen-Ting Liao)；江貞紅(Chen-Hung Chiang)

問題解決能力 ； 照顧管理課程 ； 團隊導向學習 ； 醫護教育 ； Problem-Solving Competence ； Care Management Course ； Team-Based Learning ； Health Care Education

科學教育學刊

30卷3期（2022 / 09 / 01）

267 - 285

繁體中文

長期照護個案問題複雜性高，需透過跨專業合作整合服務資源，以提供符合個案需求之照顧服務，因此提升照顧管理人員的團隊合作與問題解決能力相當重要。本研究目的是探討以混成式團隊導向學習介入照顧管理課程，對提升學生在團隊合作與問題解決能力之成效。採單組前後測設計，以方便取樣方式招募北臺灣某科技大學共81位學生參與，以質量並行之混合研究法收集資料，研究工具包括個人及團隊準備度測驗、問題解決及團隊合作能力評估表與課後反思回饋單。結果顯示，團隊準備度測驗平均分數顯著高於個人準備度測驗，問題解決能力及團隊合作能力後測分數顯著高於前測。學生對課程感受表示，進行團隊導向學習更能學習表達與尊重不同聲音，反思自身專業的不足，並提升學習動機與成效。課程收穫包含能瞭解跨專業的不同觀點、提升團隊合作能力與專業信心，並能將所學延伸應用於職場及更能面對未來實務挑戰。

The complexity of long-term care cases requires interdisciplinary cooperation and integration of service resources to provide care services that meet individual needs. Therefore, it is important to improve the teamwork and problem-solving skills of care managers. The purpose of this study was to investigate the effect of a blended team-based learning applied to a care management course in enhancing students' teamwork and problem-solving skills. A one-group pre-test-post-test design was adopted. A total of 81 students from a university of science and technology in Northern Taiwan were recruited to participate in this study by convenience sampling. Data were collected using quantitative and qualitative parallel mixed methods research. The results showed that the mean score in the team readiness assessment tests was higher than the individual team readiness assessment tests with a significant difference. The post-test scores for problem solving and teamwork were significantly higher than the pre-test scores. Regarding their perceptions of the course, the students said that team-based learning helped them learn to express and respect different voices, reflect on their professional shortcomings and enhance their motivation and effectiveness. The benefits of the course include clarifying the differences in thinking between disciplines and enhancing teamwork competence and professional confidence. The students report that they can apply what they have learned to extend their application to the workplace and be better prepared for future practical challenges.

1. 侯建州, C.-C.,郭慈安, T.-A.(2017)。原住民長期照顧管理服務之研究：照顧管理者的服務處境與困境。社會政策與社會工作學刊，21(2)，117-157。
   連結：
2. 徐敏芳, M-F.,鍾玉珠, Y-C.(2022)。運用系統性文獻回顧探討長期照顧管理制度之成效。領導護理，23(1)，1-10。
   連結：
3. Case Management Society of America. (2016). Standards of practice for case management. Case Management Society of America (CMSA) Publication. https://bit.ly/3Kuh4tR.
4. El-Banna, M. M.,Whitlow, M.,McNelis, A. M.(2020).Improving pharmacology standardized test and final examination scores through team-based learning.Nurse Educator,45(1),47-50.
5. Khanassov, V.,Vedel, I.,Pluye, P.(2014).Case management for dementia in primary health care: A systematic mixed studies review based on the diffusion of innovation model.Clinical Interventions in Aging,9,915-928.
6. Khogali, S. E.(2013).Team-based learning: A practical guide: Guide supplement 65.1—View-point.Medical Teacher,35(2),163-165.
7. Luetmer, M. T.,Cloud, B. A.,Youdas, J. W.,Pawlina, W.,Lachman, N.(2017).Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session.Anatomical Sciences Education,11(1),94-99.
8. Michaelsen, L. K.,Parmelee, D. X.,McMahon, K. K.(2007).Team-based learning for health professions education: A guide to using small groups for improving learning.Stylus Publish-ing.
9. Morris, J.(2016).The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making.Nurse Education in Practice,21,23-28.
10. Park, H. R.,Kim, C. J.,Park, J. W.,Park, E.(2014).Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.Collegian,22(3),299-305.
11. Parmelee, D. X.,Michaelsen, L. K.(2010).Twelve tips for doing effective team-based learning (TBL).Medical Teacher,32(2),118-122.
12. Roh, Y. S.,Kim, S. S.,Park, S.,Ahn, J. W.(2020).Effects of a simulation with team-based learning on knowledge, team performance, and teamwork for nursing students.Computers, Informatics, Nursing,38(7),367-372.
13. Sandelowski, M.(1986).The problem of rigor in qualitative research.Advances in Nursing Science,8(3),27-37.
14. Sathyanarayanan, S.,Zhou, B.,Maxey, M.(2021).Reducing frequency of emergency depart-ment and inpatient visits through focused case management.Professional Case Management,26(1),19-26.
15. Vlachopoulos, P.,Jan, S. K.,Buckton, R.(2020).A Case for team-based learning as an effec-tive collaborative learning methodology in higher education.College Teaching,69(2),69-77.
16. Walters, D.(2013).Team-based learning applied to a medicinal chemistry course.Medical Principles and Practice,22(1),2-3.
17. Wu, S.,Farquhar, J.,Compton, S.(2018).Why do team-based learning educators use TBL?.The Asia Pacific Scholar,3(1),38-41.
18. 史美瑤, M.-Y.(2012)。以學生學習為中心的教學：團隊導向學習法。評鑑雙月刊，38，29-32。
19. 李孟芬, M.-F.,石泱, Y.,曾薔霓, C.-N.,邱泯科, M.-K.,曾煥裕, H.-Y.,趙曉芳, H.-F.,王潔媛, C.-Y.,陳柏宗, P.-T.(2013).長期照顧概論：社會政策與福利服務取向.洪葉=Hungyeh.
20. 張淑卿, S.-C.,陳妍杏, Y.-H.(2013)。長期照護專業間合作策略—以臺灣社區照護場域運用為例。長期照護雜誌，17(3)，213-221。
21. 梁淑媛, S.-Y.,莊宇慧, Y.-H.,吳淑芳, S.-F.(2012)。內容分析技巧在護理質性資料之初步應用。護理雜誌，59(5)，84-90。
22. 陳麗糸, L.-M.,簡淑媛, S.-Y.,曾惠珍, H.-C.,周汎澔, F-H.(2018)。團隊導向學習法—一個護理教學法的新選擇。高雄護理雜誌，35(3)，61-69。
23. 游千代, C.-T.,馮明珠, M.-C.,柯乃熒, N.-Y.(2013)。個案管理之概念分析。護理雜誌，60(4)，99-104。
24. 游錦淑, C.-S.,游金靖, C.-C.,謝麗香, L.-H.,江蕙娟, H.-J.(2019)。探討團隊導向學習策略於護理人員在職教育之學習成效。澄清醫護管理雜誌，15(1)，43-49。
25. 黃惠玲, H.-L.,徐亞瑛, Y. I. L.,黃秀梨, H-L.,車慧蓮, H.-L.,黃慈心, T.-H.,徐文俊, W.-C.,邱小鳳, H.-F.,龔本珍, P.-C.,林慧萍, H.-P.(2018)。,科技部=Ministry of Science and Technology。
26. 黃源協, Y.-S.,陳伶珠, L.-C.,童伊迪, Y.-T.(2017).個案管理與照顧管理.雙葉書廊=Yeh Yeh.
27. 劉淑如, S.-R.,蔡淑玲, S.-L.,劉秀珍, H.-C.,鄭靜瑜, C.-Y.(2014)。TBL教學策略之成效探討：以護理導論課程為例。長庚科技學刊，21，63-73。
28. 衛生福利部(2022a)。長期照顧服務項目—社區整體照顧服務體系。https://bit.ly/3NdlXbY[Ministry of Health and Welfare. (2022a). Changqi zhaogu fuwu xiangmu─Shequ zhengti zhaogu fuwu tixi. https://bit.ly/3NdlXbY]
29. 衛生福利部(2022c)。長照十年計畫2.0—什麼是長期照顧服務。https://bit.ly/3DfkvS6[Ministry of Health and Welfare. (2022c). National ten-year long-term care plan 2.0─Shenme shi changqi zhaogu fuwu. https://bit.ly/3DfkvS6]
30. 衛生福利部(2022b)。「長照2．0政策成果」。https://bit.ly/3THHeNu[Ministry of Health and Welfare. (2022b). Changzhao 2．0 zhengce chengguo. https://bit.ly/3THHeNu]
31. 衛生福利部(2022d)。長期照顧十年計畫2.0—長照人力。https://bit.ly/3gR9BKw[Ministry of Health and Welfare. (2022d). National ten-year long-term care plan 2.0─Changzhao renli. https://bit.ly/3gR9BKw]
32. 謝至鎠, J.-G.,黃家琪, J.-C.,王英偉, Y.-W.(2012)。以團隊導向學習運用於預立醫療自主計畫繼續教育之教學。安寧療護雜誌，17(3)，249-260。

1. (2024)。以團隊導向學習提升軍校學生同理心之教學實踐研究。通識學刊：理念與實務，12(1)，137-184。