行政院國家科學委員會專題研究計畫成果報告:以醫療面談教學培養醫師的BPS專業能力（2/2）
Date Issued
2004
Date
2004
Author(s)
王維典
DOI
922516S002002
Abstract
A good medical interview is achieved
through practice of professional skills with
bio-psycho-social (BPS) literacy. Learning of
medical interview provides a good
opportunity for medical students to cultivate
2
their BPS literacy. Ideally, teaching, learning
and evaluation of medical interview should
be conducted in the context of authentic
situation. It is the purpose of this study to
establish an effective authentic teaching
program for medical students to obtain BPS
literacy during their learning of medical
interview. Methods used in this study
including literature review, modified Delphi
technique, action research and triangulation.
In the first year, a set of performance criteria
for BPS capabilities as well as medical
interview learning protocol was established.
The researchers also developed a set of cues,
such as an interview organizer, five kinds of
portfolio record cards, and 4-items portfolio
self-evaluation chart. The benefit of using
cognitive map was confirmed. A four-stage
professional development strategy was
created that including classroom lecture,
videotape teaching, standardized patient
practice (anchored instruction) and
independent learning (scaffolding
instruction). Methods used for teaching,
learning and assessment including tutorials,
small group discussion, multi-media learning,
authentic practice and building portfolio. In
the second year, students taking clerkship
rotation at the department of family medicine
at National Taiwan University Hospital were
recruited as study subjects. There were a total
of thirty students participated. Students
learned the concept of portfolio and received
a training course on medical interview based
on the preset protocol. Through the use of
portfolio, students are able to realize the
progress of their learning and to evaluate
their study achievement. The achievement of
the study are as followings: BPS medical
interview criteria, BPS medical interview
learning protocol, variable learning tools, and
portfolio established by students. Study
results indicated that BPS literacy could be
improved through learning of medical
interview. The learning protocol and tools
established can effectively facilitate students
to conduct active learning and to
self-evaluate their progress. Portfolio is able
to represent students’ progress in their
learning and for teachers to assess their
teaching achievement for future teaching
modification. This research indicates using
portfolio in authentic medical interview
teaching is feasible to cultivate medical
students with BPS literacy and to improve
teaching, learning and assessment in clinical
medicine.
Subjects
BPS literacy
medical interview
four-stage professional development strategy
portfolio
Publisher
臺北市：國立臺灣大學醫學院社會醫學科
Type
journal article
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