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http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/79385完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 陳彥元(Yen-Yuan Chen) | |
| dc.contributor.author | Yu-Ting Tsao | en |
| dc.contributor.author | 曹玉婷 | zh_TW |
| dc.date.accessioned | 2022-11-23T08:59:23Z | - |
| dc.date.available | 2021-11-03 | |
| dc.date.available | 2022-11-23T08:59:23Z | - |
| dc.date.copyright | 2021-11-03 | |
| dc.date.issued | 2021 | |
| dc.date.submitted | 2021-10-26 | |
| dc.identifier.citation | Flexner A. Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching, Bulletin Number Four, 1910. B World Health Organ. 2002;80(7):594-602. 醫學院評鑑委員會醫學教育品質認證準則2020版. https://www.heeact.edu.tw/38105/38112/38113/40731/ Hofer BK, Pintrich PR. The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning. Rev Educ Res. 1997;67(1):88-140. doi:10.3102/00346543067001088 Hofer BK. Dimensionality and Disciplinary Differences in Personal Epistemology. Contemp Educ Psychol. 2000;25(4):378-405. doi:10.1006/ceps.1999.1026 Buehl MM, Alexander PA. Motivation and Performance Differences in Students’ Domain-Specific Epistemological Belief Profiles. Am Educ Res J. 2005;42(4):697-726. doi:10.3102/00028312042004697 Schommer M. Synthesizing epistemological belief research: Tentative understandings and provocative confusions. 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Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences. Int J Sci Educ. 2012;34(2):167-195. doi:10.1080/09500693.2011.558131 McManus IC, Richards P, Winder BC, Sproston KA. Clinical experience, performance in final examinations, and learning style in medical students: prospective study. Bmj. 1998;316(7128):345. doi:10.1136/bmj.316.7128.345 Reid WA, Duvall E, Evans P. Relationship between assessment results and approaches to learning and studying in Year Two medical students. Med Educ. 2007;41(8):754-762. doi:10.1111/j.1365-2923.2007.02801.x Liang J-C, Chen Y-Y, Hsu H-Y, Chu T-S, Tsai C-C. The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes. Med Educ Online. 2018;23(1):1497373. doi:10.1080/10872981.2018.1497373 Hofer BK. Epistemological Beliefs and First-Year College Students: Motivation and Cognition in Different Instructional Contexts. 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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/79385 | - |
| dc.description.abstract | "「醫學人文」是在醫學教育範疇內一個重要領域，研究顯示，接觸醫學人文可幫助醫師、醫學生來應對壓力、減少倦怠，培養韌性和促進幸福感。學生的「知識信念」，也就是學生如何看待知識、獲取知識、建構自己的知識體系，會影響學生的學習成效、學習方法，包含他們的學習動機。本研究以問卷調查為基礎，使用修改後的醫學知識信念量表，研究對象為台大醫學院醫學人文課程的一年級學生。以學生參與醫學人文課程的體驗式學習活動次數多寡來表示其具有深度學習動機（參與次數多，致力於學習）或淺層學習動機（參與次數少，以合格為目標）。以探索性因素分析驗證本研究問卷的建構效度，並計算Cronbach’s α值以檢驗每個構面的內部一致性信度。以獨立樣本t檢定、卡方檢定，及多變數邏輯回歸分析等統計方法，探討學生的知識信念、科系、性別，與學習動機之關聯。本研究共收集172份有效問卷，其中130位參與者是醫學系學生（75.58％），42位參與者是非醫學系學生（24.42%），有110位是男性（63.95％），62位是女性。研究結果發現，與非醫學系學生相比，醫學系學生更不可能具有深度學習動機（調整勝算比= 0.29, p = 0.02），對醫學知識的確定性抱持簡單信念者，更不可能具有深度學習動機（調整勝算比= 0.43, p = 0.04），對醫學專家的可性度抱持簡單信念者，更可能具有深度學習動機（調整勝算比= 2.30, p = 0.01）。男醫學生比女醫學生更不可能具有深度學習動機（調整勝算比= 0.26, p = 0.01）。本研究的貢獻在於驗證醫學知識信念問卷之信效度，可提供日後相關研究使用，並發現在醫學人文課程，學生的知識信念、科系，與性別，都是學習動機的影響因子，建議第一線教師及課程制定者，能留意這些因素在醫學人文教育中的角色，營造合適的教學環境，深化學生對醫學人文的學習動機。" | zh_TW |
| dc.description.provenance | Made available in DSpace on 2022-11-23T08:59:23Z (GMT). No. of bitstreams: 1 U0001-2410202117592800.pdf: 1616281 bytes, checksum: f1beabb8ac9d92767bd3b8a0a088d987 (MD5) Previous issue date: 2021 | en |
| dc.description.tableofcontents | 口試委員審定書 ...................................................... i 謝辭 ............................................................... ii 中文摘要 .......................................................... iii 英文摘要 ........................................................... iv 表目錄 ............................................................. ix 第一章 緒論 ......................................................... 1 第一節 研究背景與重要性............................................ 1 第二節 研究動機.................................................... 1 第三節 研究目的與問題.............................................. 3 第二章 文獻探討 ..................................................... 4 第一節 知識論與知識信念............................................ 4 第二節 知識信念的理論演進與構面.................................... 4 第三節 知識信念與學門領域的關聯性.................................. 5 第四節 知識信念與學習成效之關聯性.................................. 6 第五節 學習概念的理論演進.......................................... 7 第六節 學習方法的理論演進.......................................... 9 第七節 知識信念、學習概念、學習方法之間的關聯..................... 12 第八節 醫學人文的涵蓋面向與重要性................................. 14 第九節 醫學人文教育的相關研究..................................... 15 第三章 研究方法 .................................................... 17 第一節 研究設計................................................... 17 第二節 研究工具................................................... 18 第三節 結果測量................................................... 21 第四節 統計分析方法............................................... 22 第五節 研究倫理................................................... 23 第四章 研究結果與分析 .............................................. 24 第一節 參與者基本背景描述......................................... 24 第二節 研究問卷之建構效度與內部一致性信度檢驗..................... 24 第三節 醫學系學生與非醫學系學生在醫學知識信念之差異比較........... 29 第四節 學生就讀科系與學習動機之關聯性............................. 30 第五節 學生性別與學習動機之關聯性................................. 31 第六節 醫學知識信念與學習動機之關係............................... 31 第七節 科系、性別與醫學知識信念對學習動機之預測模型............... 34 第八節 醫學系學生之性別與醫學知識信念對學習動機之預測模型......... 35 第五章 討論 ........................................................ 37 第一節 量測學生對醫學的知識信念................................... 37 第二節 醫學生與非醫學生的知識信念................................. 37 第三節 知識信念與醫學人文學習動機之關聯........................... 38 第四節 科系與醫學人文學習動機之關聯............................... 39 第五節 性別與醫學人文學習動機的關係............................... 40 第六節 研究限制................................................... 41 第六章 結論與建議 .................................................. 42 第一節 學生的知識信念與學習動機有部份相關......................... 42 第二節 性別與醫學人文學習動機有顯著相關........................... 42 第三節 本研究對醫學教育的貢獻..................................... 42 參考文獻 ........................................................... 44 附錄 ............................................................... 55 附錄一 醫學知識信念問卷 .......................................... 55 | |
| dc.language.iso | zh-TW | |
| dc.title | 醫學人文學習動機之影響因素：科系、性別與知識信念 | zh_TW |
| dc.title | "The Factors Associated with the Motivation to Learning Medical Humanities: Major, Gender, and Epistemic Beliefs" | en |
| dc.date.schoolyear | 109-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.advisor-orcid | 陳彥元(0000-0003-4924-9053) | |
| dc.contributor.oralexamcommittee | 黃天祥(Hsin-Tsai Liu),陳慧玲(Chih-Yang Tseng),邱晏麟 | |
| dc.subject.keyword | 知識信念,學習動機,醫學人文,性別, | zh_TW |
| dc.subject.keyword | Epistemic beliefs,Motivation to learning,Medical humanities,Gender, | en |
| dc.relation.page | 56 | |
| dc.identifier.doi | 10.6342/NTU202104090 | |
| dc.rights.note | 同意授權(全球公開) | |
| dc.date.accepted | 2021-10-26 | |
| dc.contributor.author-college | 醫學院 | zh_TW |
| dc.contributor.author-dept | 醫學教育暨生醫倫理研究所 | zh_TW |
| 顯示於系所單位： | 醫學教育暨生醫倫理學科所 | |
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| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| U0001-2410202117592800.pdf | 1.58 MB | Adobe PDF | 檢視/開啟 |
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