某醫學中心教學門診師資培訓介入效果之研究

Evaluation of Instructors Learning Course at One Medical Center

為讓參與教學門診之指導醫師有更佳的教學方式，藉由舉辦師資培訓課 程，捉弄學習效果，可以確保臨床教學之品質。本研究係以中部某醫學中心 在93 年12 月舉行八小時師資培訓課程做為介入活動，在93 年11 月、93 年12 月、94 年4 月分別請受教之78 位醫學系實習學生，對所有參與教學門診之指導 醫師，透過結構式問卷調查方式進行教學評量，探討教學門診指導醫師在實 施師資培訓前、介入後第一次、介入後第二次之教學成效，以作為教學門診 指導醫師在教學方式、課程設計與規劃之參考與改進口結果發現：在「教學 技巧」與「醫學倫理」等兩項目在介入後第二次顯著高於介入後第一次D 在 學生對於指導醫師「能清楚的表達自己的臨床診療經驗」（教學態度）中表現 出高度的評價D 在指導醫師參與師資培訓前、後之「教學門診進行方式，係 由學習者先問診按著由指導醫師同時看診及教學」（教學內容）中，參加後顯 著高於參加前D 由研究結果可知，透過師資培訓課程之教學評估，可作為日 後教學門診之教學方式及課程改進與參考指標。建議未來以長期性追蹤評估 並定期給予指導醫師刺激（如定期辦理師資培訓營活動等） ，以利捉弄教學改 進效果。

In order to ensure teaching quality and improve teaching skills, a continuous learning program for instructors are almost mandatory. These teaching programs are in particularly meaningful for medical teaching system at outpatients clinics where face to fact teaching model are prevail. This study was designed to investigate the effect of 8-hour 'instructors learning course' (December 2004) on teaching improvement skills implemented at outpatient clinics. Questionnaire answered by medical interns were collected before (November 2004) and twice (December 2004 and April 2005) after this instructors learning course at one medical center at central Taiwan. We found that both domains of teaching skills and medical ethics improved significantly at second post intervention, but not first post intervention. Medical interns gave higher score at domain of instructors' teaching attitude, in particularly at 'express clinical experience clearly'. In addition, medical interns felt significant improvement in the domain of instructors' teaching style, especially at 'medical interns asked medical history before instructors and interns examined patient simultaneously'. Our results indicated that 'instructors learning course' provide an effective measure to improve teaching skills and fulfill the need of medical interns.