2021-08-012024-09-30https://scholars.lib.ntu.edu.tw/handle/123456789/721635本研究在探討醫學生參與『人與科技體驗學習一』的學習成效。透過5R體驗學習模式，學生藉由報導、回應、連結、推論與重建的過程參與體驗學習活動並進行反思。透過調查研究，針對105位大三醫學系學生利用同理心、希望與學習動機量表評估學生的醫學人文素養，同時進行研究工具的信效度檢測。研究結果顯示，19位參與本課程的學生在醫師同理心與希望上沒有顯著提升，但是學習動機中的任務價值有顯著的改善。進一步的迴歸分析顯示，希望是醫師同理心的重要預測因子，建議利用相關訓練和課程增加醫學生的希望進而提升醫師同理心。This study aimed to explore the learning outcomes of medical students who participated in “Experiential Learning in Human and Technology (I)”. Based on the 5R model of experiential learning (report, respond, relate, reason, reconstruct) medical students undertook the experiential leaning activities and reflected on their learning experiences. A total of 105 medical students in third year were recruited in a survey study. The physician empathy scale, hope scale and learning motivation scale were employed to assess their medical humanities. In addition, the validity and reliability of research instrument were examined. The results indicated that 19 medical students enrolled the experiential learning course did not have an increasement in their empathy and hope. However, their learning motivation in task value was significantly improved. Furthermore, the regression analysis showed that medical students’ hope was a significant predictor of physician empathy. Probably, providing training and courses related to improving hope can advance medical students’ empathy.