使用整合Moodle-ePortfolio系統於醫檢實習的師生看法和潛在影響

Integrating Moodle-ePortfolio in MLS Internships: Perceptions and Potential Impacts

介紹：醫檢實習計劃提供醫檢實習生的臨床實務培訓，著重於專業能力的發展。COVID-19大流行限制了面對面培訓，而線上課程成為替代方案。本研究旨開發了一個Moodle-ePortfolio系統（MLEPS），將Moodle和ePortfolio整合，為醫檢師提供有效的學習和臨床評估。
方法：本研究涵蓋三個階段。設計階段是將ePortfolio資料庫整合到Moodle中。在實施階段，臨床教師重新設計了實習課程，並由研究團隊培訓教師和學生使用MLEPS。最後透過問卷調查收集了教師和學生對使用MLEPS的接受度和滿意度，並收集了使用者的質性回饋進行系統評估。
結果：MLEPS在數位學習資源、師生回饋、進度追蹤、里程碑以及評估結果的統計分析功能運作良好，允許學生上傳活動照片或筆記以供將來回顧。此系統提供了視覺化的學習成果，使臨床教師能夠直觀地觀察每個學生的能力發展，並確保達到學習目標。87名學生和18名臨床教師參加了本研究，於實習過程中使用MLEPS。接受度調查的積極結果顯示了使用MLEPS的優勢。在有用性、易用性和態度這三個面向上，學生和教師之間沒有顯著差異。此外，學生和教師在使用MLEPS時表現都出了高度的滿意度。
討論：本研究證明了在COVID-19流行期間將Moodle和ePortfolio整合到醫檢師實習計劃中的可行性和優勢。即使面對面培訓時間減少了一半，時間和地點受限以及隔離中的所有不便，醫檢實習生的培訓成效仍然維持得很好。MLEPS提高了師生的學習/教學效果。臨床教師使用此系統提供學生教材、討論活動、反饋和評估，促進工作現場的實務學習。完整的MLEPS記錄還有助於評估共通和個性化的能力面向，並隨著時間的推移，逐步提供學習訊息，以加強醫檢實習生的能力為基礎之教育。

Introduction: The Medical Laboratory Scientist (MLS) internship program provides hands-on training experience in clinical labs and focuses on developing professional competencies. The COVID-19 pandemic limited in-person training, and online courses were alternatives. We developed a Moodle-ePortfolio system (MLEPS) that integrates the functionality of a modular object-oriented dynamic learning environment (Moodle) and ePortfolio to provide effective learning and clinical assessment for MLS.
Methods: This study consists of three stages. The design stage involved integrating the ePortfolio into Moodle. In the implementation stage, clinical teachers redesigned the internship training curriculums, and the research team trained teachers and students to use the MLEPS. Finally, we surveyed teachers' and students' acceptance and satisfaction of using the MLEPS with a questionnaire and collected users' qualitative feedback for systematic evaluation.
Results: The MLEPS functioned as digital learning resources, teacher/student feedbacks, progress tracking, milestones, and statistical analysis of assessment results, allowing students to upload photos of activities or personal notes for future review. The system provides visualization of learning outcomes, allowing clinical teachers to visually observe the development of each student's competencies and ensure the achievement of learning objectives. Eighty-seven students and 18 clinical teachers participated in the MLEPS internship program. The positive results of the acceptance survey reveal the advantages of using the MLEPS. There were no significant differences in the three acceptance factors of usefulness, ease of use, and attitude between students and teachers. In addition, the students and teachers showed high satisfaction when using MLEPS.
Discussion: This study demonstrates the feasibility and advantages of integrating Moodle and ePortfolio for the MLS internship program during the COVID-19 epidemic. Even with reduced in-person training time in half and time and place restraints and all other inconveniences in quarantine, the training efficiency of the MLS intern training was still well maintained. The MLEPS enhanced users’learning/teaching effectiveness. Clinical teachers use this system to provide students with teaching materials, discussion activities, feedbacks, and assessments to promote workplace-based learning. The complete MLEPS records also help theevaluations for generalized and personalized micro-competencies and reveal the learning information in time as progressed to strengthen competency-based education for MLS interns.