2012-08-012024-05-16https://scholars.lib.ntu.edu.tw/handle/123456789/667434摘要：在政府致力提升安寧療護服務的同時，希望進入臨床實務前學生具備末期照顧的能力，在進入職場後，能銜接安寧緩和醫療，以提供良好的醫療服務品質，我們發展一套 臨床評量方式 以評核學生 在末期照護核心能力之學習成效。本計畫【以瀕死期照顧為核心的多元教學策略與評量方式培養末期臨床照護能力-著重「病情溝通」及「善終準備」】，發展此二大議題核心能力之適切性教學策略與評值方式。透過以往製作之多媒體教材，結合E化平台教學、互動式教學等教學方式，將末期照顧的知識與態度融入臨床技能中，藉由「概念構圖」及OSCE 評鑑，讓學生透過標準化病人，進行模擬臨床情境的測驗。將以二年期間分別完成下列目的：(一)、針對上述二大議題，發展適切性的教學策略與評值方法，培養學生的末期照顧能力。（二）、以「概念圖」與「OSCE」為基礎，發展具信效度能力評量工具。（三）、編制OSCE 考題，發展個案模組，採用標準化病人之模式與檢測其題型、內容與信效度。（四）、建立標準化病人招募、訓練。（五）、評價OSCE 對臨床核心能力教學成效。（六）、舉辦教師工作坊與研討會，凝聚對「末期知識、醫護技能、終身學習、溝通、末期倫理與批判性思考」核心能力之共識，培育末期醫療照護師資。<br> Abstract: At present, the health government promoted palliative care, we hoped the preclinical students at medical school can possess the competencies at end-of –life care to afford appropriate palliative care in the further medical careers. Our study developed the clinical assessment tool to evaluate the learning efficacy of students at end-of-life care-focus on two main competencies of “communication of breaking bad news ” and “good death preparation”. Using previously developed multi-media teaching materials, e-learning platform, and mutual education, to incorporate palliative care knowledge and attitude into clinical skills. We will evaluate the learning capacities of students by tested through standardized patients, OSCE and concept mapping to foster thinking by clinical ethics. Our study protocol will accomplish the following objectives in two years: 1, develop appropriately multiple teaching strategies and evaluation methods to foster students to have competencies at end-of-life, focusing on two main topics of “communication of breaking bad news” and “good death preparation”, 2, develop evaluation tools and test students’ clinical skills and check the validity and reliability of the tools based on OSCE and concept mapping, 3, construct test banks of OSCE and case modules by standardized patients and check the appropriateness of use for further domestic professional examination, 4, establish the enrollment, training, of standardized patients to build the resources center, 5, assess the teaching efficacy of using OSCE method, 6, held conference and workshop of teachers to concentrate on clinical professional knowledge, clinical skills , life-long learning, communication, clinical ethics and reflectional thinking at end-of-life care Our study protocol would present the end-of-life care to let students be familiar with this care model as soon as possible in the sequential two-year period.末期照顧醫學教育安寧緩和醫療核心能力客觀結構式臨床測驗病情溝通善終準備end-of-life caremedical educationhospice/palliative careobjective structured clinical examinationcore competenciescommunicationbreaking bad newsgood death