2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/681020全球多重抗藥性細菌日益增加，不僅導致病人的死亡率，亦增加健保醫療支出。世界衛生組織於2015年首次針對抗藥性議題建立全球行動計劃，包含以教育來增強抗生素的合理使用。歐美亦響應WHO的呼籲，自2016年起於每年11月舉行抗生素注目週。有鑑於相關課程散在醫學院教育之不同年級，在進入臨床端前，學生需要統整橫向的知識，轉換為以病人中心的全人式醫療，本研究計畫以網路個案教學case based learning (CBL)的方式，引導學生認識抗生素管理計畫之軸心5D: diagnosis、drug、dose、duration、及de-escalating。學習成果可分析學生對抗生素開立5D能力的正確認知率，進行個別回饋，因此本研究配合2020年世界抗生素注目週推出5個教案(15題)。第一階段活動統計, 共有250人參與本活動, 包含142 位台大醫學院學生及108位台大醫院醫療人員。進一步針對有完成全部教案的70參與者分析, 包含35位學生及35位醫療人員。其中學生的平均年齡為22±1.4歲, 23位男性, 12位女性。平均答對題數為12.7±2.2題。在五大開方能力分析較弱者為抗生素使用時間(64.3%)及降階療法(71.4%). 因此第二階段加強此兩大面向教案及命題, 於2021年5月上線, 共有 709人次點閱。本研究可進一步統整醫學院內部教學的方向。未來預期以持續性的教案研發, 可建置符合台灣流行病學之線上感染症學習網站。 Purpose: To compare different teaching strategies (mirror learning, reciprocal teaching, multimedia technology, and self-check teaching) on tennis skills learning achievement and metacognition. Method: Participants were recruited from four tennis courses in this study and assigned to the mirror learning, reciprocal teaching, multimedia technology, and self-check teaching courses. All participants are tennis novices. The one-way ANOVA was used to compare the learning achievement (tennis movement accuracy on forehand and backhand stroke) for different groups, and the two-way ANOVA was used to analyze the pre and post-intervention for different groups in metacognition. Result: The mirror learning resulted in signi?cantly higher backhand stroke movement accuracy relative to self-check teaching courses, but no differences in tennis forehand stroke were found. Furthermore, the score of metacognition (planning, monitoring, and tuning) improved after the experimental intervention regardless of teaching strategy. Conclusion: Our results suggest that mirror learning had a facilitative effect than self-check teaching strategies on learning achievement. These findings highlight the potential importance of multi teaching strategy for tennis skills learning.