四種不同入學管道醫學生在接受醫學課程整合教育時學習成績之比較

Comparison of Academic Achievements among Medical Students from Four College Entrance Systems Who Were Experiencing Educational Reformation

10.6145/jme.200609_10(3).0006

顏正芳(Cheng-Fang Yen)；劉宏文(Hong-Wen Liu)；劉克明(Keh-Min Liu)；賴春生(Chung-Sheng Lai)；黃俊雄(Chun-Hsiung Huang)；黃尹亭(In-Ting Huang)

醫學教育 ； 入學管道 ； 學習成就 ； academic achievement ； admission policy ； medical education

Journal of Medical Education

10卷3期（2006 / 09 / 01）

225 - 231

繁體中文

本研究的目的在於了解：經大學聯招、申請和推薦甄試、僑生身分入學的醫學系三年級（以下簡稱醫三）和學士後醫學系一年級（以下簡稱後醫一）等四種不同管道入學的醫學生，在接受第一學期基礎臨床整合教育時的學業表現是否有所差異，以供未來持續改革醫學教育入學制度之參考。研究對象是高雄醫學大學醫學院九十四學年度接受基礎和臨床課程整合教育的醫三和後醫一醫學生，經排除特殊身分者的大學聯招入學、申請和推薦甄試入學、僑生和後醫系醫學生，分析四組醫學生在第一學期基礎臨床整合教育四個學習單元的成績表現，以檢定是否因入學管道不同而有所差異。研究結果顯示：在四個學習單元的學業成績上，後醫系醫學生和醫學系申請推甄入學生的成績表現並未達顯著差異，但此兩組醫學生有兩個學習單元的成績表現比大學聯招入學生顯著較佳、另兩個單元表現則無顯著差異，而所有單元表現皆比僑生較佳。由第一學期基礎臨床整合教育的成績表現來看，學士後醫學系和醫學系申請推甄入學的醫學生在學習評量成績上有較佳的表現，而僑生的學習需要進一步的協助。

This study aimed to compare academic achievement among medical students from four college entrance systems who were experiencing educational reformation. Grade 1 medical students from a graduate-entry program and grade 3 medical students from an undergraduate-entry program in their first semester of educational reformation were recruited. They were divided into four groups of ”recommended”, ”conventional”, ”overseas Chinese” and ”graduate-entry”, according to the different methods of medical college entrance. Academic achievement in the four blocks of the first semester of educational reformation was compared. The results revealed no difference in the academic achievement of any block between ”graduate-entry” and ”recommended” medical students. The ”graduate-entry” and ”recommended” medical students had better academic achievement of two blocks than the ”conventional” ones, and had similar academic achievement of the other two blocks with the ”conventional” ones. The ”graduate-entry” and ”recommended” medical students had better academic achievement of all four blocks than the ”overseas Chinese” ones. The results of this study demonstrated that recommended admission and graduate-entry policies are effective ways to select appropriate students for medical education, and adequate supplementary education is needed for overseas Chinese students.

1. 何善台、徐建鵬、王如娥(2004)。台灣未來醫學系教育改革方向。醫學教育，8，18-30。
   連結：
2. 潘靖瑛、賴明亮(2005)。慈濟大學醫學系實施推薦甄選入學策略之成效。醫學教育，9，46-59。
   連結：
3. 魏璽倫、侯勝茂、楊銘欽(2005)。多元入學醫學生之學習表現。醫學教育，9，262-273。
   連結：
4. Collins JP,White GR,Kennedy JA(1995).Entry to medical school: An audit of traditional selection requirements.Med Educ,29,22-28.
5. Dyrbye LN,Thomas MR,Shanafelt TD(2006).Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students.Acad Med,81,354-373.
6. Elliott SL,Dodds AE(2004).Dual entry pathways in an undergraduate medical course.Educ Med,7,195-196.
7. Finucane P,Nicholas T,Prideaux D(2001).The new medical curriculum at Flinders University, South Australia: from concept to reality.Med Teach,23,76-79.
8. Grey MR,Pearson S-A,Rolfe IE(2001).How do Australian doctors with different pre-medical school backgrounds perform as interns.Educ Health,14,87-96.
9. Harth SC,Biggs J,Thong Y(1990).Mature-age entrants to medical school: a controlled study of sociodemographic characteristics, career choice and job satisfaction.Med Educ,24,488-498.
10. Hughes P(2002).Can we improve on how we select medical students.J Royal Soc Med,95,18-23.
11. Kay-Lambkin F,Pearson S,Rolfe I(2002).The influence of admissions variables on first year medical school performance: a study from Newcastle University, Australia.Med Educ,36,154-159.
12. Miflin B,Harris P,Donald K(2003).Graduate entry to medical studies: thoughts from `down under`.Med Teach,25,109-111.
13. Montague W,Odds FC(1990).Academic section criteria and subsequent performance.Med Educ,24,151-57.
14. Rolfe IE,Ringland C,Pearson S-A(2004).Graduate entry to medical school? Testing some assumptions.Med Educ,38,778-786.
15. 李宇宙、李明濱、呂碧鴻(1998)。醫學系甄選入學學生的學習成效與團體適應。醫學教育，2，36-42。
16. 廖士程、李明濱、李宇宙(2001)。醫學系甄試入學結果與應試者性格之相關。醫學教育，5，135-145。
17. 謝博生(1999)。醫學人文教育。台北:國立台灣大學醫學院。

1. Meng-Yueh Chien,Li-Ying Wang,Jau-Yih Tsauo,Huei-Ming Chai(2019).Academic Performance of Physical Therapy Students Recruited Through College Multiple Entrance Programs.醫學教育,23(1),14-25.
2. Ng, Hei-Yin,Han, Der-Yan,Chiou, Rui-Jen(2018).The Relationship Between Admission Channels and Medical Students' Performance in Their Third Year.醫學教育,22(4),165-175.
3. Po-Liang Lu,Jong-Hau Hsu,Jo-Chu Yen,Chih-Jen Yang,Cheng-Sheng Chen(2023)。Comparisons of Performance on Postgraduate Year Entrance Examinations Between Medical Students from 6-Year and Post-Baccalaureate Medicine Programs in Taiwan。醫學教育，27(3)，169-176。
4. 陳乃綸,張東廸,林瑋德,李世滄(2019)。學士後中醫學系藥學及非藥學背景學生之學習成效的關係。臺灣中醫醫學雜誌，17(1)，57-81。
5. 賴其萬、蔡淳娟、劉克明、林其和(2008)。八十年代台灣施行學士後醫學系學制之經驗研究。醫學教育，12(4)，225-235。