小組遊戲教學策略於課程之運用──以醫學術語為例

Application of Team-Based Games in the Classroom: Teaching Medical Terminology as an Example

在台灣的醫療工作環境中，「醫學術語」是醫療從業人員之間溝通交流的共同語言，護生們也一致認為運用醫學術語的能力可以協助其護理專業的發展，運用合適的學習理論與教學策略，提升學生對該課程的參與度及學習興趣是一項重要的教學責任與工作。社會學習理論已被廣泛運用於教學領域，此理論提到學習者藉由觀察與模仿，學習新的行為模式及修正舊的行為模式，並透過社會互動，得到觀察與模仿的機會。小組遊戲正是運用此社會學習理論的觀點來進行，藉由同儕觀察與學習來提升學習者的學習興趣與人際互動，有助於達成「主動學習」與「同儕學習」。因此，筆者於「醫學術語」課程中運用「小組遊戲」為教學策略之一，學生亦肯定此教學模式，且有助於提升學習成效。護理教師可設計多樣化的小組遊戲並運用此教學策略於醫學術語或其他科目。 Healthcare providers use distinct medical terminology to communicate in professional healthcare settings in Taiwan. Moreover, nursing students understand the importance of acquiring a good command of this medical terminology to the development of their professional careers. Thus, using proper teaching strategies to boost student participation and interest in their studies is an important responsibility and task. Social Learning Theory has been widely used in education. According to this theory, learners learn about new models of behavior and modify old models through observation and imitation. Moreover, they gain opportunities for observation and imitation through social interaction. Team-based games that are based on this theory are designed to enhance interest in study and interpersonal interaction among learners through peer observation and study and help promote active learning and group study. This article describes the use of a team-based game to teach the strategies involved in selecting medical terminologies commonly used in clinical settings. This game has earned positive responses and evaluations from students. Nursing teachers may design diversified team-based games and use this teaching strategy to teach medical terminology as well as other subjects.