運用多元教學策略於醫學院大一新生「生命倫理學」課程教學之成效

Effectiveness of Using Multiple Teaching Strategies for a Bioethics Course Aimed at First Year Students with an Interdisciplinary Background at a Medical College

10.6145/jme.201012_14(4).0002

陳清惠(Ching-Huey Chen)；林秀娟(Shio-Jean Lin)；趙可式(Co-Shi Chao)；林其和(Chyi-Her Lin)

醫學教育 ； 課程設計 ； 生命倫理 ； 教學策略 ； medical education ； bioethics ； teaching strategies ； course design

Journal of Medical Education

14卷4期（2010 / 12 / 01）

262 - 271

繁體中文

倫理的實踐源於對生命的關懷與尊重，如何培育醫學院大一學生關懷生命的道德情操，實為目前醫學教育的挑戰。本文主要目的為探討運用多元教學策略於生命倫理課程教學之成效。針對國立成功大學醫學院，初次開設的「生命倫理學」課程，說明規劃的內容及學生對該課程的評值結果。修課學生共三系144位。除傳統的講授外，課程教學策略包括：病人與家屬之座談、電影欣賞、三系混合分組、小組疾病體驗活動、與小組疾病體驗報告競賽等。期末課程評值共回收136份(94.4%)，結果顯示6項課程目標學生自評大部分可達到。對各項教學策略的幫助程度，以病患與家屬座談會及電影欣賞得分為最高。本文所提供之多元教學策略，可提供相關課程教學之參考。

Respect for life is the basic virtue central to the practice of bioethics. How to cultivate among medical students the moral characteristics associated with valuing life and caring about individuals has become one of the challenges of medical education. The main purpose of this study was to explore the effectiveness of a bioethics course that used multiple teaching strategies. First year students at a medical college were enrolled to participate in this study. A total of 144 students from three different departments took the course. In addition to traditional lectures, the other teaching strategies used included panel discussions with patients and family members, movies, personal reflection reports, group reports on illness progress experiences, competition among the group reports, participation in class group discussions, and participation in group discussion that included all students from the three different departments. An evaluation form was collected from the students at the end of the course and a total of 136 students (94.4%) completed the evaluation. The majority of students reported that the six major goals of the course had been mostly achieved. As to the helpfulness of the teaching strategies, the panel discussions with patients and family members and the movies were found to have the highest effectiveness. This study proves that multiple teaching strategies can be used successfully to teach bioethics.

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