2021-08-012024-09-30https://scholars.lib.ntu.edu.tw/handle/123456789/721637本研究計畫的場域是「資料科學中的統計推論」這門課，修課對象為公衛系大三、大四領域專長選擇生物統計與健康資訊的學生為主。統計推論是讓學生了解統計方法基礎知識與背後原理的一門課，課程內容皆是抽象的數學統計理論建構，但是，公衛系學生由於數學先備知識不足，導致課程內容學習困難，再加上現在的學生屬於數位原民的世代，學習風格轉變，又具有淺層思考的認知處理習慣，因而導致難以理解課程中抽象概念，造成學習成效低落、動機不強、態度不積極。為改善前述問題與教學現場的困境，考量學生的學習風格，與資料科學時代統計教學的變革，本研究採用行動研究法，以體驗式學習結合問題導向教學與資訊技術融入教學等策略，透過問題引導學生從實務應用情境中發掘統計理論的角色與重要性，藉以連結理論與實務應用之橋樑，再透過電腦程式模擬數據與資料視覺化之技術，實現化抽象理論，輔助學生理解並學習理論之抽象概念。在每週課程中會給予學生學習單透過問題引導學習，並安排紙筆作業了解學生的理解狀況，在期末時同學要利用程式模擬針對指定的統計理論進行分組報告。最後在期中與期末，會利用教學意見調查、課程滿意度調查及ARCS學習動機問卷調查，評估此教學實踐策略之成效。This 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.