醫學大學的通識人文教育反思──以生命倫理課程為例

Reflections on General Education in Humanity in Medical Universities-Taking Course Design of Bioethics as an Example

醫療科技的現代化多仰賴精確分工及專業化，並以各種檢查及測試數據做為鑒別診斷疾病的依據。然而大量現代化的後果往往讓現代醫療人員只見疾病與各自專業，而系統性地喪失看待整個病人的失能與生病的世界，因而造成醫療體系裡常只見病而不見人的教育缺失。雖然進入醫療體系的學生均為一時之選，然在人文教育方面往往失之簡略與淺薄，難以面對未來更趨複雜與多元的社會。
例如未來醫療重點「在宅醫療」，即是免除上述醫療缺失，並以更符合人性與全人照顧為最終理想的醫療方式。然為了完成在宅醫療的可靠與豐富性，需要的專業人才不僅是醫師，更需要更多如照服專員、藥師、醫檢師、口腔保健師、社工師、職能師與心理師等等相互配合，提供更多跨專業與進入社區脈絡的服務方式。本文將以「在宅醫療」為例，進一步延申至「跨專業」的議題。
本文認為，為了探討於醫學大學，符應未來更多具備人文性與跨專業的醫療，及早在通識教育的安排中，讓學生在進入各自專業之前能具備跨專業以及以人為主之醫療的人文教育等等，實為醫學大學通識人文教育的重點。本文將以考慮「全人照護」與跨專業的需求上，以「生命倫理」課程為例，說明於通識教育階段，對未來醫療人員所需之跨域人文教育的可能性。

The modernization of medical technology relies heavily on precise specialization and professionalism, using various examination and test data as the basis for diagnosing diseases. However, the consequences of extensive modernization often lead modern medical personnel to only seeing diseases and their respective specialties, systematically losing sight of the incapacitated patient and the world of illness as a whole. This results in an educational deficiency within the healthcare system, where students entering the medical field often lack sufficient depth in humanities education, making it difficult for them to face the increasingly complex and diverse society of the future.
For example, the future focus of healthcare will be on ''home care,'' which aims to eliminate the aforementioned deficiencies in medical care and ultimately achieve a healthcare approach that is more humane and holistic. However, to achieve reliable and comprehensive home care, a diverse range of professionals is needed, including caregivers, pharmacists, medical laboratory technologists, dental hygienists, social workers, occupational therapists, and psychologists, among others, to collaborate and provide services that span across multiple disciplines and enter community contexts. This article will take ''medical care at home'' as an example and further extend it to ''interprofessional'' issues.
This article believes that in order to explore the need for more humanistic and inter-professional medical care in medical universities in the future, early arrangements for general education should be made so that students can have inter-professional and people-centered medical knowledge before entering their respective majors. Education in humanity, etc., is actually the focus of general education in medical universities. This article will (take bioethics courses as examples) explore the possibilities of providing interdisciplinary humanities education during the general education stage to meet the needs of future healthcare professionals, considering the demands of holistic health care and interdisciplinary collaboration.