傳記閱讀融入「台灣醫療史」課程實施成效之初探

A Study on IntegratingBiographical Readingsinto the Courseof “Medical History in Taiwan”

本研究旨在檢視傳記閱讀融入「台灣醫療史」課程的實施成效，以紮根理論來獲知104到107學年五次開課，學生從期中閱讀作業所得的學習意義。這些意義的探究聚焦在學生選讀了哪些類型之書籍？被他們列為心目中的醫學典範有哪些人物？這些人物的生平事蹟與社會貢獻各是甚麼？學生們受到典範哪些精神感召對日後職涯有何影響？研究發現大致如下：選讀書籍的類型以傳記/回憶錄較多，而杜聰明、羅慧夫與王金河等三位傳主因選讀都在七人次以上，是最受學習者重視的典範人物。學習者經由心得報告的書寫，對所選讀的人物都能發展到展現階段的神入能力。其次，絕大多數被選讀的傳主，學生對他們也能進入效法先賢言行風範的反思階段。依據研究結果，傳記閱讀將列為日後課程實施的內容主軸，並為確保學生都能達到反思階段的神入能力，教學者在課程設計部分必須增加小組組內互動及組外典範人物交流等學習活動，來帶領學生進入更深層的慎思歷程。

The purpose of this studywasto examine the results of integrating biographical books into the courseof “Medical History in Taiwan”.Groundedtheorywas usedto collect the data of students’ learning resultsfrom their mid-term reading assignments during the school yearsfrom 2015to 2018, total were five semesters.The research questions included: (1)what kinds of reading books were elected by students; (2) who were the medical role models chosen by students; (3) what were themedical role models’life achievements and social contributions; and (4) what were theinspirations of thosemedical role modelson students’career performance. The major findings were: (1) biographies/reminiscences readings were on the top of the most popular elected books; (2)Du Congming（杜聰明）、Samuel Noordhoff（羅慧夫）, and Wang King-Ho（王金河）were the most admired medical role models ; (3) the learners had reached the display stage regarding the development of historical empathy; and (4) many students had developed to the reflection stage regarding their interested medical figures. According to the research results, biographic readings were the core of the course content. Therefore, in order to nurture every student to reach the reflection stage of historical empathy, it is suggested that the instructor needs to design the inter-and intra-group discussion activities to bring them into the process of in depth deliberation.