醫學系基礎醫學階段學生對臨床技術教育的態度反應

Students' Response to Clinical Skills Curriculum at the Stage of Their Basic Medical Science Education

10.6145/jme.200409_8(3).0005

劉樹泉(Lau-Shu Chuen)

臨床技術 ； 問題導向學習 ； clinical skills ； problem-based learning

Journal of Medical Education

8卷3期（2004 / 09 / 01）

282 - 292

繁體中文

To analyze students’ learning attitude toward the clinical skills education and its association to their examination results, anonymous questionnaires regarding to the concept, curriculum arrangement, teaching method, and assessment of the clinical skills were collected at the end of the curriculum in the third university year. The students felt that the clinical skills curriculum was very helpful to them. The better the concept regarding the clinical skills, the more incline would students prefer to the objective structure clinical examination (OSCE) for their assessment (ρ=0.58, p＜0.001) and the less incline would they choose written examination to assess their clinical skills (ρ=-0.47, p＜0.005). The greater emphasis of respect to patients by students, the better results would be achieved in their interaction with the simulated patient in the OSCE (ρ=0.4, p＜0.05). students are expecting further improvement of the teaching skills in the clinical skills education. To improve the quantity and quality of clinical skill teachers is the means to successful medical education. (Full text in Chinese)

To analyze students’ learning attitude toward the clinical skills education and its association to their examination results, anonymous questionnaires regarding to the concept, curriculum arrangement, teaching method, and assessment of the clinical skills were collected at the end of the curriculum in the third university year. The students felt that the clinical skills curriculum was very helpful to them. The better the concept regarding the clinical skills, the more incline would students prefer to the objective structure clinical examination (OSCE) for their assessment (ρ=0.58, p＜0.001) and the less incline would they choose written examination to assess their clinical skills (ρ=-0.47, p＜0.005). The greater emphasis of respect to patients by students, the better results would be achieved in their interaction with the simulated patient in the OSCE (ρ=0.4, p＜0.05). students are expecting further improvement of the teaching skills in the clinical skills education. To improve the quantity and quality of clinical skill teachers is the means to successful medical education. (Full text in Chinese)

1. Carrera LI,Tellez TE,D`Ottavio AE(2003).Implementing a problem-based learning curriculum in an Argentinean medical school: implications for developing countries.Acad Med,78(8),798-801.
2. Finucane P,Nichols F,Gannon B(2001).Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience.Med Educ,35(1),56-61.
3. Javis Peter(2002).The theory and practice of teaching.London:Kogan Page.
4. Khoo HE(2003).Implementation of problem-based learning in Asian medical schools and students` perceptions of their experience.Med Educ,37(5),401-409.
5. Maudsley G(2003).The limits of tutors` comfort zones with four integrated knowledge themes in a problem-based undergraduate medical curriculum (Interview study).Med Educ,37(5),417-423.
6. Miller SK(2003).A comparison of student outcomes following problem-based learning instruction versus traditional lecture learning in a graduate pharmacology course.J Am Acad Nurse Pract,15(12),550-556.
7. O`Neill PA,Jones A,Willis SC(2003).Does a new undergraduate curriculum based on Tomorrow`s Doctors prepare house officers better for their first post? A qualitative study of the views of preregistration house officers using critical incidents.Med Educ,37(12),1100-1108.
8. Slotnick HB(2000).Physicians` Learning Strategies, (Translating Guidelines Into Practice: Implementation and Physician Behavior Change).Chest,118(2),18-23.
9. Van Gessel E,Nendaz MR,Vermeulen B(2003).Development of clinical reasoning from the basic sciences to the clerkships: a longitudinal assessment of medical students` needs and self-perception after a transitional learning unit.Med Educ,37(11),966-974.
10. Willis SC,Jones A,O`Neill PA(2003).Can undergraduate education have an effect on the ways in which pre-registration house officers conceptual ise communication.Med Educ,37(7),603-608.
11. 王維典(1999)。醫學生之基本臨床技能：評量方法。醫學教育，3，3-10。

1. 簡慈儀、陳育婷、江福田、毛小薇(2008)。醫學生抽血操作技能訓練與評估。醫學教育，12(3)，167-175。
2. (2010)。新加坡共和理工學院「一天一問題」問題導向學習。教育資料集刊，48，43-60。