醫學漫畫媒材融入人際互動學習同理心之研究

Study on Medical Students' Interpersonal Interaction and Empathy by Medical Comic as Teaching Material

本研究以某校醫學系人際關係課程為對象，該課程採取翻轉教學之模式，使用醫學漫畫作為教材，並以角色扮演及影片拍攝為作業，以了解學生學習同理心與溝通之效果。本研究有73位醫學生參與研究，以「傑佛遜同理心量表（學生版）」為測量工具，分析參與課程前、後醫學生學習同理心之效果，並於課程結束後招募31位醫學生實施焦點團體訪談，探究學生對同理心概念之理解。研究結果顯示醫學生的同理心總分平均值後測低於前測且離差值擴大，這表示醫學生人際關係課程融入體驗反思教學策略，促發醫學生對同理心概念之見解更加完整，達到多元思辨之效果。最後，本研究提出兩點建議：1.教學設計應採取「翻轉式混成」模式，增加醫療場域與人際反思之連結，提升醫學生對同理心之概念學習；2.「翻轉式混成」和一般傳統教學方式截然不同，值得研究者進一步探究此兩種教學模式，對醫學生學習同理心之效果。

The purpose of this study is to understand the effectiveness of medical students in accepting interpersonal communication skills and empathy. The study recruited 73 medical students who attended the course, using the Jefferson Physician Empathy Scale -Student Edition as a measurement tool to collect medical students' empathy changes before and after the course. After finishing the course, 31 medical students were recruited to participate in focus group interviews.
The results of the questionnaire showed that although the empathy score of medical students decreased after the course, the variance was not concentrated, indicating that the medical students had a deeper understanding of empathy after the course. Finally, two pieces of advice are suggested in this study: a) The ''Transforming Blends”should be adopted in the teaching design to increase connection between medical field and interpersonal reflection. Also, it can improve the concept of empathy for medical students. b) The ''Transforming Blends'' and traditional teaching methods are poles apart; therefore, the compared effect of medical students' empathy between these two methods is worth exploring.