2015-08-012024-05-14https://scholars.lib.ntu.edu.tw/handle/123456789/659760摘要：學校教育通常著重在個體認知學習的培育，但比起智力，情緒智力可能更為重要。情 緒能力是以情緒智力為基礎可習得的能力，且有利於個體工作表現。過去的研究顯示，醫 學生及醫師的情緒能力與他們的學業成就及臨床表現有關。在本研究團隊先前的研究發 現，實習醫學生普遍認為自己在情緒能力中的「個人能力」較不足（如：自信心），然而過 去醫學教育有關情緒訓練的研究較多著重在「社會能力」上（如：同理心、溝通能力等）。 因此，本研究承續前導研究，以剛入臨床的醫五實習醫學生為研究對象，探討如何有效訓 練及評估他們的情緒能力，使其在臨床遇到的情緒事件時，能調適得當。本研究的研究目 的有二 •一、設計在醫學領域上發展情緒能力的訓練課程；二、評估此情緒能力訓練課程之成效。本研究將以焦點團體訪談，從「教」與「學」兩方面探索與設計適合醫學領域的情緒 能力訓練課程，並發展情緒能力評估問卷及客觀評估工具，另也選用合適的情緒能力測驗 量表來測量相關的情緒能力，與新發展的工具做關聯性研究。在情緒能力訓練課程前後， 將會施以上述工具評估此訓練課程的成效，並短期追蹤參與者在臨床上的實際表現與改 變，以瞭解訓練課程的適用性及對參與者情緒能力的影響。藉由本研究研發的情緒能力訓 練課程，期能提升實習醫學生對自我情緒的瞭解，以增進其自我認同及臨床表現水準。<br> Abstract: The focus of school education is usually on nurturing the individual cognitive learning. Based on previous studies, emotional intelligence may be more important than intelligence quotient. Emotional competence has been regarded as “a learned capability” based on emotional intelligence, and gaining emotional competence can result in outstanding performance at work. Likewise, emotional competence is an important ability of doctors’ clinical performance. In our pilot study, medical students in clerkships generally thought that they lacked of some part of personal competence of emotional competence, such as self-confidence. However, most researches on emotional competence training focused on social competence such as empathy, communication and so on.In this study, extending from our pilot study, we will explore how to educate and assess emotional competence of Year 5 medical students in their clerkships effectively, which may enhance their ability to face emotional events in the clinical encounter. The purposes of this study are shown below:1.To design and develop an emotional competence training program in the field of medicine.2.To evaluate the effectiveness of this training program.We will conduct focus group interviews, from two aspects of “how to teach” and “how to learn”, in order to design an emotional competence training program in the field of medicine, and to develop the emotional competence self-assessment questionnaire and objective assessment tools. Furthermore, we will use established instruments to measure their emotional competencies and compare with the tools we will develop. Before and after the training program, we will assess its effectiveness and follow their performance and change of the participants in the clinical setting. We propose that the emotional competence training program can improve medical students’ self-understanding, enhance their self-identity, and increase their clinical performance.以能力為基礎的教育情緒能力情緒能力訓練Competency-based educationemotional competenceemotional competence training