查詢結果分析
來源資料
頁籤選單縮合
題 名 | Evaluation of Problem-Based Learning Education after Clerkship at the Chang Gung University School of Medicine=長庚大學醫學系臨床見習實施「問題導向學習」教學後的評估 |
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作 者 | 陳永昌; 方基存; 林仁德; 程文俊; | 書刊名 | 長庚醫學 |
卷 期 | 25:11 2002.11[民91.11] |
頁 次 | 頁758-763 |
分類號 | 410.3 |
關鍵詞 | 問題導向學習; 新思維醫學教育; 主動學習; 醫病關係; Problem-based learning; Medical education; Initiative learning; Patient-doctor relationship; |
語 文 | 英文(English) |
中文摘要 | 背景:長庚大學醫學系實施「問題導向學習」教學已有三年,為評量此ㄧ教學方法的良,我們利用問卷設計的方式,來評估其成果。 方法:針對2001年6月至長庚醫院內外科實習的醫師,發問卷予住院醫師、總醫師和主治醫師評估其跟隨之實習醫師的尋找問題、解決問題、主動學習、思考問題、醫病關係、醫護關係、與醫師間之互動、專業知識、臨床技巧和病歷寫作等十項能力。在回收的43份有效問卷當中,總共評核25位實習醫師,其中曾接受「問題導向學習」教學的實習醫師有14名,未接受「問題導向學習」教學的實習醫師有11名。 結果:曾接受及未接受「問題導向學習」教學的實習醫師在性別及在校平均成績上,並未達統計顯著意義。但在於思考問題、專業知識及臨床技巧等三方面,曾接受「問題導向學習」教學的組別,明顯優於未接受「問題導向學習」教學的組別。 結論: 問卷結果顯示:實施「問題導向學習」教學,有助於醫學生在進入臨床時許階段的思考及處理問題能力的提昇。 |
英文摘要 | Background: The Chang Gung University School of Medicine adopted problem-based learning (PBL) education 3 years ago. A questionnaire was designed to evaluate the effectiveness of this teaching method, and the results were analyzed to determine statistical significance. Methods: In June 2001, all the interns in the Medical and Surgical departments of the Chang Gung Memorial Hospital were compulsorily assessed using a newly developed questionnaire, which was provided to the residents, chief resident, and attending doctors. The questions involved the interns’ ability to perform 10 essential skills, namely (1) problem searching, (2) problem solving, (3) initial learning, (4) thinking process, (5) establishing the patient-doctor relationship, (6) establishing the doctor-nurse relationship, (7) interaction with peers, (8) professional knowledge, (9) clinical techniques, and (10) medical notes writing. Forty-three completed questionnaires, evaluating 25 interns, were returned. Of these 25 individuals, 14 had participated in PBL education and 11 had been taught using the conventional variant. Results: No statistically significant differences were demonstrated for gender or average school records between the interns who had been taught using the PBL and conventional methods. Statistically significant superiority was demonstrated for interns educated using PBL in three of 10 areas including, thinking process, professional knowledge, and clinical techniques. Conclusion: Analysis of the questionnaire results clearly demonstrated that the introduction of the PBL method of teaching at the university was efficacious in terms of the competence demonstrated by the interns when entering clinical practice. |
本系統中英文摘要資訊取自各篇刊載內容。