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研究生:江芷靚
研究生(外文):JIANG, ZHI-JING
論文名稱:大體解剖實驗課中的醫學人文:以北部某醫學大學為例
論文名稱(外文):Medical Humanities in Gross Anatomy Lab:A study at a Medical University in Northern Taiwan
指導教授:蔡博方蔡博方引用關係
指導教授(外文):Tsai, Po-Fang
口試委員:曾美芳韓德彥蔡博方
口試委員(外文):Tseng, Mei-FangHan, Der-YanTsai, Po-Fang
口試日期:2022-07-11
學位類別:碩士
校院名稱:臺北醫學大學
系所名稱:醫學人文研究所碩士班
學門:人文學門
學類:其他人文學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:132
中文關鍵詞:解剖教學與科技解剖實驗課醫學人文教育醫學生
外文關鍵詞:Anatomy and TechnologyGross Anatomy CourseMedical Humanities EducationMedical Student
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大體解剖實驗課程相關之討論議題,不論是從課程設計到人文教育實踐、再到醫學生的專業身分認同、以及科技取代大體之應用等,都在醫學教育中備受關注。其中最主要的莫過於對於醫學生們而言,解剖實驗課是怎麼樣的一個過程?課程中的大體存在的內涵為何?透過文獻回顧整理,本研究將文獻重點區分成三大類別,分別為醫學人文教育(Medical Humanity Education)、專業身分認同(Professional Identity)與通過儀式(Rites of Passage)、以及解剖教學與科技(Anatomy Education and Technology)。透過和醫學生、醫生、解剖實驗教學教師訪談來進行多重檢核,探討台灣醫學大學透過大體解剖實驗來進行的解剖實驗課程,其可能存在的內涵為何?結果一:解剖實驗課有別於其他必修課程,實驗課讓醫學生們認識到自身能力的極限,其必須透過社會關係的互動進行課程,學習團隊合作、溝通、對話、分享等;可謂是隱藏式課程。結果二:學習態度部分還透過討論發現到成績導向的結構使得教育者認為教學上受限及感到困難外,也意外地學生們更加認真的面對課程中的人文項目結果三:部分學生們表示課程中的通過儀式可能使其更能面對大體老師、更覺得大體老師是人而非一項教具,其可能具有情感緩衝作用,使其更有心理準備去面對未來生涯中的實際人體。結果四:在科技教材部分的討論發現到科技教材之不足處,以及課程中的大體存在與否,可能影響到醫學生們的專業身分認同。
The discussions of Gross Anatomy Lab, whether it is from the teaching methods of anatomy courses or the replacement of the actual human body by technology; the professional identity and rites of passage, or the practice of medical humanities education, have been discussed in medical education. The core of the discussion is to understand the meaning of the gross anatomy course to the medical students. The research purpose is to discuss the possible connotations of gross anatomy courses conducted by medical universities in Northern Taiwan by interviewing medical students, doctors, and gross anatomy course teachers. Result 1: This course allows medical students to realize the limitations of their own abilities. They must conduct the course through interaction with others; learning teamwork, communicating, sharing, etc. It might be a hidden curriculum in this course. Result 2: In the part on learning attitude, the discussion discovered that the achievement-oriented unexpectedly let students pay more attention to the humanities education. Result 3: Some students expressed that Rites of Passage in the course may let them face the cadaver and feel that he/she was a person rather than a teaching aid. Additionally, it may become an emotional grace period and help them to face the actual human body in their future career. Result 4: The drawbacks of the technology materials were found and discovered that the existence of the cadaver may affect the professional identity of medical students.

第一章、 導言 .......................................................................................8
研究動機與目的 ...................................................................................8
研究背景 ..........................................................................................8
研究問題與章節規劃...........................................................................10
第二章、 文獻回顧 ...........................................................................12
一、解剖教學與科技...........................................................................12
1. 解剖教學..........................................................................................12
2. 解剖學科與科技結合........................................................................13
3. 小結.............................................................................................16
二、醫學教育改革與醫學人文教育....................................................17
三、通過儀式與專業身分認同....................................................19
1. 通過儀式.................................................................................19
2. 身分認同與專業身分認同:隱藏式課程 ...........................................21
四、小結 ............................................................................................24
第三章、 研究方法 ..............................................................................26
一、 研究設計與工具 ........................................................................26
二、 研究對象及訪談狀況概述 ..........................................................31
三、 研究分析.................................................................................34
第四章、 正課與實驗課:人文教育的融合..........................................45
一、 概述........................................................................................45
二、 正課與實驗課............................................................................45
三、 實驗課的課程目標....................................................................50
四、 課程設計看法..........................................................................56
五、 小結......................................................................................63
第五章、 人文課程內涵:隱藏式課程...............................................64
一、 概述......................................................................................64
二、 社會關係................................................................................64
三、 學習態度:人文教育與成績導向..................................................72
四、 情感狀態:課程中的儀式...........................................................77
五、 小結......................................................................................82
第六章、 解剖科技教材.................................................................85
一、 概述......................................................................................85
二、 科技教材使用現況與討論...........................................................85
三、 大體的必要性:臨床關聯性與專業身分認同..................................95
四、 醫師們的反饋與建議...............................................................102
五、 小結....................................................................................112
第七章、 結論...........................................................................113
一、 研究發現與貢獻.....................................................................113
二、 研究限制...............................................................................118
三、 未來建議..............................................................................119
附錄...............................................................................................122
中文參考文獻....................................................................................128
英文參考文獻....................................................................................130

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