以團隊導向學習運用於家庭醫學科教學之初步嘗試

Applying Team-Based Learning in Teaching Family Medicine for Medical Students-An Explorative Study

10.6145/jme.201006_14(2).0002

謝至鎠(Jyh-Gang Hsieh)；葉日弌(Jih-I Yeh)；楊孝友(Hsiao-Yu Yang)；程慧娟(Hui-Chuan Cheng)；王文利(Wen-Li Wang)；王英偉(Ying-Wei Wang)

團隊導向學習 ； 醫學教育 ； 家庭醫學 ； 主動學習 ； team-based learning ； medical education ； family medicine ； active learning

Journal of Medical Education

14卷2期（2010 / 06 / 01）

96 - 106

繁體中文

近年來國外大學開始運用團隊導向學習(Team-Based Learning, TBL)的方法，運用於臨床醫學課程之教學，在增加學生學習之參與及促進同儕有效溝通上有其成效。本研究嘗試將TBL應用於醫學系之家庭醫學課程教學，藉以改善現有教學法之缺失及增進學生之學習效果。本次課程分為預防醫學、安寧緩和醫學及職業醫學三項，各實施4小時之TBL教學，統計課前評量及學1月成績之差異，並利用半結構式之問卷，以質性分析之方法分析學生對TBL課程之感受及認同度。結果TBL可明顯提升後段學生課後之學習成績(72.5 vs 89.2)，參與同學也認為TBL上課有趣、主動學習效果好(43.4%)及上課時同學間互動佳(47.8%)。由以上之結果，初步可證明TBL之成效並提供將來國內各校欲實施TBL時之參考。

Worldwide, several universities have applied Team-Based Learning (TBL) to the teaching of clinical medicine. Evidence shows that student engagement in learning is boosted, and that communication with their peers is improved. In this study, we applied TBL to the family medicine undergraduate curriculum as an educational strategy aimed at improving the students' learning outcomes. The family medicine curriculum for 6th year medical students includes preventive medicine, palliative medicine, and occupational medicine, each of which comprises a 4-hour session of TBL. Readiness assurance pretest scores were compared with posttest scores. A semi-structured questionnaire was administered to the students after the TBL sessions to evaluate the students' perceptions of the TBL. The results show that using TBL was able to significantly improve learning outcomes, particularly among those students with a poor academic performance (pretest score, 72.5; posttest score, 89.2). The majority of students acknowledged that TBL was an interesting and inspiring learning experience. Furthermore, they indicated that there was increased willingness to take part in active learning (43.4%) and that they felt that there was good learner-to-learner interaction in class (47.8%). In conclusion, TBL is a good strategy that can be used effectively and interactively, even with a large class.

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