醫預科同學運用口述歷史於安寧服務學習的成效與可行性初探

Preliminary Study on the Effectiveness and Feasibility of Using Oral History in Hospice Service Learning for Premedical Students

10.6537/TJHPC.2012.17(1).7

吳森棋(Shen-Chi Wu)；蔡篤堅(Duu-Jian Tsai)；陳詩婷(Shih-Ting Chen)；陳妤嘉(Yu-Chia Chen)；林晏群(Yen-Chuan Lin)；賴允亮(Yuen-Liang Lai)

口述歷史 ； 服務學習 ； 臨床倫理 ； 醫學生 ； 專業素養 ； medical education ； oral history ； service learning ； Four Topics Approach ； medical students ； professionalism

安寧療護雜誌

17卷1期（2012 / 03 / 01）

86 - 99

繁體中文

研究目的：藉由專業人員的口述歷史訪談，同學們有機會體會並了解從事安寧照護的成員如何發展出值得終生永續經營的志業，其中專業內涵多元群己關係的再反省，乃至於對專業倫理思辯與實踐，是我們醫療專業期待賦權（empower）病人及其家屬，共同迎接新時代挑戰的專業課題。材料與方法：以口述歷史訪談做為服務學習課程為臺灣某大學附設醫院安寧病房建立歷史，同學並運用Jonsen的四主題理論進行分析，開課時間為2012年春季，八位醫學系一年級同學共訪問了八位北醫安寧病房臨床專業人員，逐字稿約五十萬字。結果與討論：本研究發現透過口述歷史技能融合臨床倫理思維傳承的醫預科服務學習體驗，成功地讓這群醫學生成為主動的學習者，不僅呈現非常深入與豐富的人文反思能力，也展現意願與能力來創造自身還未受系教育之基礎醫學與臨床醫學領域的學習機會。

Purpose: By interviewing health professionals, students have the opportunity to experience and understand the lives and careers of caregiving team members in a hospice department have developed. They explore ways work activities reflect self-other relations, and to what extent professionals' reflection and practice may empower patients and their families. Students are able to assess critical issues that are part of the future challenges they face as medical professionals. Material and Method: An oral history approach is adopted in this service learning class to investigate the history of the hospice department at Taipei Medical University Hospital. Students learn to use Jonsen's four topic approach for analysis. In the 2012 spring term, eight medical students interview eight hospice care providers and finish all interview transcripts. Findings and discussion: This project find that a service learning curriculum design integrating oral history techniques with clinical ethical analysis successfully lead junior medical students to become active learners. Their performance not only demonstrated very in-depth and rich competence in humanistic reflection, but also presented their commitment and ability to create opportunities for learning basic and clinical medicine in their premedical years.