https://scholars.lib.ntu.edu.tw/handle/123456789/186605
標題: | 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) | 作者: | 王維典 | 關鍵字: | BPS 專業能力;醫療面談;四階段臨床教學方案;學習歷程檔案;BPS literacy;medical interview;four-stage professional development strategy;portfolio | 公開日期: | 2004 | 出版社: | 臺北市:國立臺灣大學醫學院社會醫學科 | 摘要: | 良好的醫療面談必須以具有生理、 心理、社會(Bio-Psycho-Social, BPS)考 量之專業能力去執行才能達成,因此要 培育醫學生的BPS 專業能力,可以藉由 醫療面談的學習來促成。在真實情境中 進行教、學與評量,是指導醫學生學習 醫療面談的理想方法,本研究的目的在 建立有效的實作教學模式,使醫學生能 夠透過醫療面談的學習,落實BPS 專業 能力的培育效果。本研究採用資料分析 法、修訂之大慧調查法、行動研究法及 三角校正法進行研究。在第一年研究期 間,建立了BPS 醫療面談基準及BPS 醫 療面談學習模式,完成面談資料紀錄 卡、學習歷程檔案紀錄卡(五種)、學 習歷程檔案自評表(四項)等學習工具 的開發,並確定採用認知圖來促進學習 成效。所開發之醫學生BPS 專業能力培 育方案包括課堂講述、錄影帶錨式教 學、標準化病人臨床演練(錨式)及獨 立作業(鷹架學習)四個階層;所使用 之教、學及評量方法,包括教師指導、 小組討論、多媒體學習、實作演練及製 作學習歷程檔案等方法。在第二年研究 期間,以在台大醫院家庭醫學部接受四 週臨床見習的醫學生為研究對象,共有 30 名六年級醫學生分次參與。首先教導 使具有建立及使用學習歷程檔案的能 力,再進行BPS 醫療面談學習模式的演 練。醫學生藉由學習歷程檔案的應用, 除了可以了解自身的學習成長過程,也 用來作BPS 專業能力的評量。本研究的 具體成果除了開發BPS 醫療面談基準、 學習模式與學習工具以外,還蒐集醫學 生所建立的學習歷程檔案,包括面談資 料記錄、資料整理與判讀紀錄、認知圖 紀錄、學習歷程紀錄與醫療面談錄影帶 紀錄。研究結果發現醫學生BPS 專業能 力可以藉由醫療面談教學達到顯著的成 長;本研究所開發的教學模式與工具, 可以有效協助醫學生進行主動學習,並 以自評促進其學習成長;學習歷程檔案 內容,能呈現醫學生的學習成長情形並 促進學習成效,也可以協助老師具體評 量醫學生之BPS 專業能力,作為調整教 學內容的憑據,以提升教學品質。研究 結果顯示,使用學習歷程檔進行醫療面 談之實境教學模式,不僅能有效培育醫 學生之BPS 專業能力,並能提升臨床醫 學的教、學與評量效果。 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. |
URI: | http://ntur.lib.ntu.edu.tw//handle/246246/25672 | 其他識別: | 922516S002002 | Rights: | 國立臺灣大學醫學院社會醫學科 |
顯示於: | 醫學系 |
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922516S002002.pdf | 29.81 kB | Adobe PDF | 檢視/開啟 |
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