如何克服醫學人文教育的困與難：從授課與學習經驗初探藝術作品融入課程之效益

Overcoming Challenges in Medical Humanities Education: The Benefits of Integrating Artworks into Curricula through Teaching and Learning Experiences

藝術作品在醫學教育中如何能為年輕醫學生提供跨領域與跨文化學習助益，並促進其全人照護與社會關懷觀念的養成？本文以醫學人文課程的教學實踐經驗為基礎，探討藝術作品作為教學素材的應用方式。並透過逾400人次、356份有效問卷之反思回饋，針對此應用方法之效益進行質性分析。分析顯示，圖像化學習有助於強化記憶。而藝術欣賞則能模擬博物館參訪體驗，使學生感同身受不同歷史時期的文明與文化脈絡。輔以人文社會科學與自然科學專業教師跨領域對話及協同引導，學生能夠將藝術與醫學、社會、人文及倫理議題相連結，並透過思辨討論激發學習熱情。此外，藝術作品欣賞與分析能使學生體認不同文化與生活背景下的個別經驗差異，意識到開放包容態度的重要性，培養換位思考習慣。勇於挑戰既有知識與多元觀點，培養自主思辨精神，提升發掘問題的能力。此學習過程不僅有助醫學生整合醫學科學與人文社會知識，更使其意識到自身作為醫者的社會責任及知識的侷限性。透過藝術教育的融入，醫學生得以在專業成長的同時，深化人文關懷意識，為未來的全人照護奠定基礎。

This research examines the pedagogical efficacy of incorporating artistic works into medical humanities education, emphasizing interdisciplinary and cross-cultural learning outcomes. Drawing from empirical observations and pedagogical experience, this study analyzes how art appreciation methodologies, simulating museum experiences, facilitate students' engagement with historical and cultural contexts. The integration of artistic works with medical-social issues and clinical cases, supported by professional guidance and interdisciplinary critical discourse, demonstrates enhanced learning engagement and retention. Analysis reveals that through detailed artistic examination, students develop sophisticated understanding of subjective-objective perspective interplay across socio-cultural contexts. This process cultivates autonomous critical thinking in constructing medical-humanistic knowledge frameworks while fostering awareness of epistemological limitations and the significance of perspective-taking in clinical practice.