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題名:論壇劇場--一個深化醫學倫理教學的新嘗試
書刊名:教育心理學報
作者:李錦虹 引用關係邱浩彰
作者(外文):Lee, Gin-hongChiu, Hou-chang
出版日期:2018
卷期:50:1
頁次:頁131-146
主題關鍵詞:角色扮演論壇劇場醫學教育醫學倫理Forum theatreMedical educationMedical ethicsRole play
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:11
  • 點閱點閱:36
本研究嘗試將『論壇劇場』應用於醫學院之生命倫理課程,透過質性研究探討執行之過程,並從不同角度評量其成效。研究對象:某大學醫學系二年級修習生命倫理課程的學生,共47名。研究工具:期末課程評量問卷、觀察者紀錄、課後檢討會議記錄、以及學生的反思札記。研究過程:研究團隊設計四個生命倫理故事作為案例,由四位戲劇專家及課程教師以論壇劇場之形式帶領課程之進行。每個故事進行2次課程(共計4小時),合計8次課程。於論壇劇場實施前、中、後三階段,分別蒐集量性與質性資料。研究結果:量性評量顯示,學生對此課程的喜歡與收穫程度,在期末有顯著的增加。質性評量對於執行過程的複雜現象、所遇到的困難、檢討與建議等提供主題式的描述,這些描述分別涵蓋學生與專家的觀點,可以成為後續課程改進之參考。
Background: Student role-play is a commonly utilized practice in medical ethics education. Because of various limitations, the benefits of role-play have not been fully realized. An interactive forum theater exhibits a unique design that may compensate for the drawbacks of role-play and provide opportunities to achieve the goals of ethics education. This study explored the application of participatory forum theater in a bioethics course and evaluated its effectiveness from different perspectives. Methods: Forty-seven second-year medical students who had taken a compulsory bioethics course participated in this study. Four bioethics clinical vignettes were predesigned by the research team. The forum theater program was conducted by four drama experts and the course instructors; this program had a total duration of 8 weeks, with 2 weeks (4 hours) for each vignette. The quantitative measurements were the interpersonal reactivity index, an ethics knowledge questionnaire, and a final-term evaluation. The qualitative data were collected through in-class observation, after-class review meetings, and student reflection reports. Research data were collected at the beginning, middle, and end of this program. Results: Compared with the initial measurements, a significant increase was observed in student feelings of satisfaction and perceived benefits with regard to this program as well as ethical knowledge at the end of the course. Five items from IRI also demonstrated a significant difference. A qualitative analysis revealed the complex phenomenon of conducting this interactive theater, the difficulties encountered, and suggestions for future applications, both from the perspectives of faculty and students.
期刊論文
1.Eckles, R. E.、Meslin, E. M.、Gaflftiey, M.、Helft, R. R.(2005)。Medical ethics education: Where are we? Where should we be going? A review。Academic Medicine,80(12),1143-1152。  new window
2.賴淑雅(20120700)。是的,我們在從事被壓迫者劇場工作!。美育,188,6-13。  延伸查詢new window
3.李錦虹、鄒國英、王志嘉、穆淑琪、邱浩彰(20090300)。從多元課程評量分析學生對醫學倫理小班教學的期待與成效。醫學教育,13(1),35-48。new window  延伸查詢new window
4.謝正源、徐建鵬、王先震、張德明(20040900)。醫學生對「醫學倫理--角色扮演」課程之滿意度調查。醫學教育,8(3),314-321。new window  延伸查詢new window
5.Joyner, B.、Young, L.(2006)。Teaching medical students using role play: twelve tips for successful role plays。Medical Teacher,28(3),225-229。  new window
6.戴正德(20060600)。醫學倫理教學法的探討。臺灣醫學人文學刊,7(1/2),133-157。new window  延伸查詢new window
7.Brett-MacLean, P.、Yiu, V.、Farooq, A.(2012)。Exploring professionalism in undergraduate medical and dental education through Forum Theatre。Journal for Learning through the Arts,8(1),1-13。  new window
8.Boggs, J. G.、Mickel, A. E.、Holtom, B. C.(2007)。Experiential learning through interactive drama: An alternative to student role plays。Journal of Management Education,31(6),832-858。  new window
9.Arawi, T.(2010)。Using medical drama to teach biomedical ethics to medical students。Medical Teacher,32(5),e205-e210。  new window
10.Burgoyne, S.、Placier, P.、Thomas, M.、Welch, S.、Ruffin, C.、Flores, L. Y.、Celebi, E.、Azizan-Gardner, N.、Miller, M.(2007)。Interactive theater and self-efficacy。New Directions for Teaching and Learning,111,21-26。  new window
11.Crowshoe, L.、Bickford, J.、Decottignies, M.(2005)。Interactive drama: Teaching aboriginal health medical education。Medical Education,39(5),521-522。  new window
12.Coleman, J. J.、Dick, T. K.(2016)。Nursing and theater: Teaching ethics through the arts。Nurse Educator,41(5),262-265。  new window
13.Dempsey, O. P.、Lucas, B. J.(2006)。Critical thinking synergism: Combining therapeutic and vocational approaches to teaching medical humanities。Journal for Learning Through the Arts,2(1),1-30。  new window
14.DuBois, James M.、Burkemper, J.(2002)。Ethics education in medical schools: A study of syllabi。Academic Medicine,77(5),432-437。  new window
15.Gastmans, C.(2002)。A fundamental ethical approach to nursing: Some proposals for ethics education。Nursing Ethics,9(5),494-507。  new window
16.Hakkarainen, P.、Vapalahti, K.(2011)。Meaningful learning through video-supported forum-theater。International Journal of Teaching and Learning in Higher Education,23(3),314-328。  new window
17.Khoury, M.、Saab, B. R.、Haidar, L.(2010)。Autonomy and beneficence in an interactive theater。Fam Med,42(7),476-478。  new window
18.Kumagai, A. K.、White, C. B.、Ross, P. T.、Purkiss, J. A.、Oneal, C. M.、Steiger, J. A.(2007)。Use of interactive theater for faculty development in multicultural medical education。Medical Teacher,29(4),335-340。  new window
19.Musick, D. W.(1999)。Teaching medical ethics: A review of the literature from North American medical schools with emphasis on education。Medicine, Health Care and Philosophy,2,239-254。  new window
20.Self, D. J.(1993)。The educational philosophies behind the medical humanities programs in the US: An empirical assessment of three different approaches。Theoretical Medicine,14,221-229。  new window
21.Torke. A. M.、Quest, T. E.、Kinlaw, K.、Eley, J. W.、Branch. W. T.(2004)。A workshop to teach medical students communication skills and clinical knowledge about end-of-life care。Journal of General Internal Medicine,19(5 Part2),540-544。  new window
研究報告
1.邱浩彰、鄒國英、李錦虹(2012)。醫學倫理教育的課程整合與體驗性教學策略研究 (計畫編號:NSC98-2511-S-341-001-MY3)。  延伸查詢new window
2.Durden, E.、Nduhura, D.(2003)。Participatory forum theatre for AIDS education。Durban:University of natal。  new window
圖書
1.Boal, Augusto、賴淑雅(2000)。被壓迫者劇場。臺北市:揚智文化事業股份有限公司。  延伸查詢new window
2.Macer, D. R. J.、唐采蘋(2012)。生命倫理教學之道德遊戲。台灣大學生醫暨科技倫理法律與社會中心。  延伸查詢new window
 
 
 
 
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