藉由線上網路與PHS系統提昇臨床醫學教育教與學雙向回饋

An Online and PHS System to Promote Mutual Feedback in Clinical Medical Education

10.6145/jme.200812_12(4).0001

林嘉德(Chia-Der Lin)；吳錫金(Hsi-Chin Wu)；沈戊忠(Wu-Chung Shen)；廖世傑(Shih-Chieh Liao)；蔡崇豪(Chon-Haw Tsai)；林正介(Cheng-Chieh Lin)

回饋 ； 線上系統 ； 醫學教育 ； feedback ； online system ； medical education

Journal of Medical Education

12卷4期（2008 / 12 / 01）

197 - 207

繁體中文

目的：回饋是醫學教育的核心，也是臨床教師的必備技能。除了自我評量外，學生也必須向其帶領學習的師長反應其學習狀況。因此不論實習醫學生或住院醫師都期待能夠自教師獲得學習的回饋以改進其臨床表現，這也是臨床教師的基本責任。然而傳統回饋方式可能相當耗時，而且在臨床訓練計劃的安排上並不適當。根據2004年台灣醫學教育報告，部份醫學中心每學期只以問卷進行一次回饋調查，這樣回饋次數不足的現象，可能會造成訓練過程或結果出現缺陷，若能提昇教與學回饋的機制，將有助於國內醫學教育的改革與進步。方法：中國醫藥大學附設醫院嘗試使用線上網路系統結合目前醫院廣泛使用的個人手持式電話系統(Personal Handy-phone System, PHS)，來對實習醫學生及住院醫師的學習歷程進行即時線上回饋，藉以改善臨床醫學教育的雙向回饋。負責醫學教育的行政人員也可以透過此系統即時掌握學生的學習狀況及科部的教學情形。結論：整合網際網路及無線傳呼系統，可以促進臨床教師進行回饋教學，使臨床醫學教育得以持續品質改善。

Feedback is at the heart of medical education. It is also an essential skill for all clinical teachers. In addition to self-assessment, medical students also need reflective input from those with more proficiency than themselves. Medical trainees, including medical students and residents, desire feedback from preceptors in order to improve their clinical performance, and it is the responsibility of clinical teachers to provide this feedback. Providing feedback may be time-consuming and it is sometimes handled improperly in the design of clinical training programs. According to a recent report of Medical Education Reform in Taiwan (2004), feedback was only obtained once per semester by questionnaire in some medical centers. How to promote mutual feedback between medical trainees and trainers is an important issue in future clinical medical education. Method: At China Medical University Hospital, we have developed an online system to promote mutual feedback between medical trainers and trainees. The trainees express their reflections and suggestions on the teaching programs, planning and performance of teachers at the end of every training course through this online system. The teachers also evaluate the trainees constructively and multidimensionally through this online system, so both medical trainees and trainers exchange their perspectives and feedback. The officials in charge of medical education monitor unusual deviations in the training activities and performance and analyze the factors that may improve the training programming. Conclusion: This online system can promote and help clinical teachers to appreciate the role of feedback as a fundamental clinical teaching tool and to recognize the many opportunities for using this tool. It also helps to promote continuous quality improvement in the programming of clinical medical education.

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