結合客觀結構式臨床測驗與反映團隊建構學用合一的學校社會工作課程之研究

The Development of the Integration of Knowledge and Action in School Social Work Course based on Objective Structured Clinical Examination and Reflecting Team

10.6737/JDP.202112_(34).02

林哲瑩(Lin, Che-Ying)

客觀結構式臨床測驗 ； 標準化案主 ； 反映團隊 ； 學校社會工作課程 ； Objective Structured Clinical Examination ； Standardized Client ； Reflecting Team ； School Social Work Course

發展與前瞻學報

34期（2021 / 12 / 01）

31 - 57

繁體中文

為了讓修習學校社會工作課程的學生，能夠有自信地運用社會工作的專業與優勢，到學校從事社會工作實習，甚至將來勝任學校的專業輔導人員一職，有必要於學校社會工作課程中運用標準化案主的客觀結構式臨床測驗，讓學生能夠精熟學校中的個案工作；運用反映團隊使之精熟團體工作。並須加以評估學生的表現，以確認其符合學校社會工作場域的實際需求，進而達到學用合一的目標。本研究運用Rubric來評量60位學生的OSCE與反映團隊之學習表現，並使用回饋問卷來蒐集學生對此學校社會工作課程之教學模式的意見。資料分析方法為次數分配、平均數、標準差、等級平均數、魏可遜配對組符號等級檢定、皮爾遜積差相關。本研究發現學生認同本研究所建構之教學模式、評量尺規、和教學評量項目，且認知到OSCE與反映團隊是有助於實習與臨床工作。因此，全面性地推動以結合OSCE與反映團隊等教學方式的學校社會工作課程是可行的。

In order for studying social work course students to confidently apply their specialized skills and advantages to school internship or even future as a professional counselor, it is necessary to utilize standardized client in objective structured clinical examination for case work and reflecting team for group work. It is also essential to evaluate student performance to ensure that it can meet the requirement in current school institutions in order to reach the goal of integration of knowledge and action. This study employed rubric to evaluate the performance of 60 students who have been to objective structured clinical examination and reflecting team. Their opinions on this teaching model were collected through reflecting questionnaire. The data were analyzed through frequency distribution, median, standard deviation, mean rank, Wilcoxon matched-pairs signed-ranks test, and Pearson product-moment correlation. The results showed that the students not only agreed with this teaching model, rubric, and assessment items, but also recognized that objective structured clinical examination and reflecting team facilitated their practical and clinical work. Therefore, it is feasible to promote the teaching method which integrated objective structured clinical examination and reflecting team to school social work course.

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