SHEY-YING CHEN陳世英2024-10-012024-10-012022https://scholars.lib.ntu.edu.tw/handle/123456789/721653This educational research is to evaluate Project-Based Learning (PjBL) and combine the medical field practice and design thinking skill. This curriculum teaching method integrated with coaches and students from different departments, to understand the practical benefits of this immersive and cross-disciplinary medical design thinking education in stimulating students' medical innovation and problem-solving abilities. During the whole year of study, students formed four cross-disciplinary groups to discuss, to decide, and to carry out their projects. Each group is composed of a clinical discussant and design thinking coaches. Students were evaluated by coaches and clinical discussants based on the self-developed evaluation scale based on six aspects: needs observation, innovative solutions, communication skill, collaboration capability, enthusiasm, and translation ability. At the same time, this study also used the business briefing reports of each group at the end of the term to evaluate the students' ability to invest in new ventures. At the end of this study, a total of 18 interdisciplinary students were analyzed. All students had the highest percentage of increase in the ability to collaborate and needs observation (collaboration: + 2.11 (39.6%); needs observation: +1.67 (36.2%)) and the smallest improvement in referral ability (+1.3 (25.5%)). Using the Pearson correlation analysis, it was found that there was a significant correlation between the investment decisions of the coach/clinical discussant with venture capital experts. Regardless of Spearman's correlation analysis or Pearson correlation analysis, the investment decisions of students have no correlation with the investment decisions of venture capital experts, and the correlation coefficients is lower than the correlation between coaches/clinical discussants and venture capital experts. In general, students have made progress in all the six aspects assessed, especially the ability to observe clinical needs and collaborate with each other. However, students need more training to have actual translation ability and judgment of new venture investment ability. It is recommended that the state should invest more resources in cross-field medical innovation courses to encourage the continuous development of outstanding teachers.本教學實踐研究計畫，在於評估以專案為基礎的學習 (Project-Based Learning, PjBL)，並結合醫療場域與設計思考，藉由醫療場域浸潤、醫療人員輔導、創業管理知識、及設計思考教練引導的整合性課程教學法，配合跨學系同學的共同學習，以了解這種沉浸式跨領域的醫療設計思考教育，對於激發學生醫療創新與問題解決等各方面能力的實際效益，做客觀性的實證評估。 學生在一整年的學習過程中，將會組成四組跨領域的小組各自討論決定並進行專案，每一個小組都由一位醫護人員擔任的臨床討論員，以及具有實際創新創業經驗的設計思考教練輔導。學生將由教練與臨床討論員，針對學生的觀察需求、創新解方、溝通說明、協同合作、積極程度、轉譯能力共六大面向，依照自行發展的評估量表進行評估。同時本研究亦利用期末各組的商業簡報報告，評估學生對於新創計畫投資的能力。 本研究最後以18位上下學期均有修課的跨科系同學進行分析，就所有學生在經過一整年的學習後，在協同合作與觀察需求的能力有最高百分比的上升(協同合作: +2.11 (39.6%)；觀察需求: +1.67 (36.2%))，而在轉議能力方面則有最小的進步幅度(+1.3 (25.5%))。以Pearson相關性分析，則發現教練/臨床討論員的投資決策與投資專家有顯著的相關性。而無論是以Spearman’s相關性分析還是Pearson相關性分析，學生的投資決策均與創投專家的投資決策沒有相關性，且相關性均低於教練/臨床討論員與創投專家的相關性。 綜合而言，學生在所評估的六大面向均有所進步，特別是同理觀察及協同合作的能力，然而學生要能夠具有實際的轉譯能力，以及對於新創投資能力的判斷，卻是需要更多的學習與訓練。建議國家應該在跨領域的醫療創新課程投注更多的資源鼓勵優秀教師持續發展。report