鷹架策略於醫病溝通教學之成效

The Efficacy of Scaffolding Strategy in a Doctor-Patient Communication Course

10.6200/TCMJ.2014.11.3.03

謝茉莉(Molly Hsieh)；洪利穎(Li-Ying Hung)

鷹架策略 ； 醫病溝通課程 ； 教學成效 ； scaffolding strategy ； doctor-patient communication course ； intervention effect

北市醫學雜誌

11卷3期（2014 / 09 / 30）

12 - 19

繁體中文

目的：醫病溝通能力已被認定為醫學教育重要的一環，強調互動和反思的鷹架策略可能可以增進醫病溝通的教學的效能。因此，本研究的目的是運用鷹架策略建立一個醫病溝通的課程，並以焦點團體和問卷來考核學習成效。方法：本研究以31位北部某醫學院二年級為對象，進行12週的課程介入。課程內容包括溝通要素、同理心訓練、善意溝通、醫病溝通要素和病情告知。在期中和期末以焦點團體和問卷來評估課程成效。結果：發現學生對臨床演練、角色扮演、上台報告和同儕回饋印象深刻。學生認為上課後能提升觀察他人和自我省察能力，同理心、人際溝通能力和口頭報告都有進步，也能從分組活動受益。結論：醫學生對運用鷹架策略的醫病溝通課程反應良好，焦點訪談也發現學生有實質的收穫和改變。結果可作為未來醫學院的相關課程教學設計的參考。

Objectives: Doctor-patient communication competency has been recognized as an important part in medical education. Emphases on interaction and reflective scaffolding strategy may enhance the efficacy of education of doctor-patient communication. This study developed a doctor-patient communication course by applying scaffolding strategy and its effectiveness was evaluated in focus groups and by questionnaires. Methods: Thirty-one 2nd year medical students participated in a twelve week doctor-patient communication course. The contents of the course included communication factors, empathy training, compassionate communication, and the SHARE model. Focus groups and questionnaires were used to assess students' learning experience. Results: Students expressed positively to exercises, role play, presentation, and peer feedback. They also reported improvement in the ability of observation and self-reflection, empathy, interpersonal communication, and oral presentation. An analysis of the questionnaire showed similar results. Conclusion: The doctor-patient communication course in which scaffolding strategy was applied was well received by the medical students. They agreed that they have grown in several interpersonal communication skills. The findings may be referred when designing future related courses in medical schools.