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http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/80423完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 薛漪平(I-Ping Hsueh) | |
| dc.contributor.author | Ya-Han Zhang | en |
| dc.contributor.author | 張雅涵 | zh_TW |
| dc.date.accessioned | 2022-11-24T03:06:22Z | - |
| dc.date.available | 2022-02-15 | |
| dc.date.available | 2022-11-24T03:06:22Z | - |
| dc.date.copyright | 2022-02-15 | |
| dc.date.issued | 2022 | |
| dc.date.submitted | 2022-01-26 | |
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/80423 | - |
| dc.description.abstract | "背景及目的：溝通技巧在兒童職能治療相當重要，其可以促進職能治療計畫執行效能。形成性溝通技巧客觀性結構式臨床測驗(Formative Objective Structured Clinical Examination, OSCE)與試後深入回饋對於提升職能治療實習學生的溝通技巧甚有潛力，但目前缺乏相關實證。本研究驗證形成性溝通技巧OSCE加上試後深度回饋於兒童職能治療實習學生溝通技巧的成效。方法：研究計畫分成二階段：一、發展形成性溝通技巧OSCE；二、驗證形成性溝通技巧OSCE外加試後回饋的成效。階段一為發展形成性溝通技巧OSCE。作者先規劃OSCE教案內容、回饋模式及執行流程。接著選擇及發展OSCE溝通技巧評估工具，後續撰寫受試者/考官/標準病人(Standardized Patient, SP)指引及考官訓練手冊作為考官及SP培訓的依據。最後透過實際演練測試OSCE可行性。修改與2位臨床專家確認第一版教案定稿。另外也將修改第二版本OSCE教案做為OSCE後測使用。階段二為形成性溝通技巧OSCE外加試後回饋成效驗證。在完成第一版教案測試後，作者招募受試者，並培訓4位考官及4位SP。受試者在OSCE開始前1週，接受1小時的「OSCE試前溝通技巧教學」，接著再接受二次「形成性OSCE測驗」，二次測驗間隔約5週。測驗期間錄影（音），後續製成逐字稿。第一次OSCE結束後4週，作者根據逐字稿內容，對受試者進行「溝通技巧試後深入回饋」。在溝通技巧教學、溝通技巧深入回饋及二次OSCE結束，受試者須填寫溝通技巧自評問卷4次。在第二次OSCE結束，受試者須填寫「OSCE參與心得與回饋問卷」。本研究以治療師溝通技巧量表 (Communication-skills measure for therapists, COT)及溝通技巧評估表自評版 (Gap Kalamazoo Communication Skills Assessment Forms, GKCSAF )作為主要及次要成效指標。作者以Wilcoxon signed-rank test及Friedman test驗證二次COT分數及四次GKCSAF自評分數有無顯著差異。結果：共11名受試者參與研究。本研究發現COT分數，在第二向度建立關係、第三向度表達及第五向度同理進步達到統計顯著，其中進步最多的是第五向度同理。COT分數在第一向度起始會談及第四向度接收則是未達統計顯著退步。在GKCSAF部分，在第一、二、三、四、六、九題進步皆達統計顯著。進步最多是第一題「建立醫病關係」、第二題「開啟議題討論」、第三題「收集資料」及第六題「達成共識」。在第七題「總結並結束」進步最少。結論：形成性客觀性結構式臨床測驗外加試後回饋可以改善職能治療實習學生溝通技巧表現並提升溝通自信，與我們預期相同。但因OSCE易受到教案及SP演練影響，建議後續需持續修正與調整教案內容及SP演練，以減少偏誤，提升教案呈現更符合臨床需求。另外，也建議將臨床任務溝通內容納入次要成效指標，並將OSCE應用在PGY訓練，以發揮溝通技巧訓練效果。" | zh_TW |
| dc.description.provenance | Made available in DSpace on 2022-11-24T03:06:22Z (GMT). No. of bitstreams: 1 U0001-3012202113482800.pdf: 5223863 bytes, checksum: 3852fb26ced1fd61d3077fcae98eb131 (MD5) Previous issue date: 2022 | en |
| dc.description.tableofcontents | 口試委員會審定書 i 謝辭 ii 中文摘要 iii ABSTRACT v 圖目錄 xi 表目錄 xii 第一章 文獻探討 1 第一節 溝通技巧對兒童職能治療的重要性 1 第二節 溝通技巧之常見訓練方式及比較 4 2-1 溝通技巧之向度 4 2-2 溝通技巧之訓練方式分類 5 2-3溝通技巧常見訓練方式之介紹 6 2-4溝通技巧常見訓練方式之比較 18 第二章 研究目的 21 第一節 研究目的 21 第二節 研究假設與預期成果 21 第三章 研究方法 22 第一節 研究設計 22 第二節 研究對象與研究倫理 22 第三節 研究流程 22 第四節 研究工具 32 第五節 資料分析 35 第四章 結果 36 第一節 階段一：發展形成性溝通技巧OSCE結果 36 第二節 階段二：形成性溝通技巧OSCE外加試後回饋成效驗證 43 第五章 討論 47 第一節 本研究形成性介入之特色 47 第二節 主要成效：二次COT分數進步 47 第三節 次要成效：四次GKCSAF自評分數表現 50 第四節 受試者參與回饋及影響OSCE演練之因素 52 第五節 研究限制 56 第六節 未來研究建議及臨床應用 56 第六章 結論 58 參考文獻 59 附錄 65 | |
| dc.language.iso | zh-TW | |
| dc.subject | 形成性OSCE | zh_TW |
| dc.subject | 兒童職能治療 | zh_TW |
| dc.subject | 溝通 | zh_TW |
| dc.subject | Pediatric Occupational Therapy | en |
| dc.subject | Communication | en |
| dc.subject | Formative OSCE | en |
| dc.title | 形成性溝通技巧客觀性結構式臨床測驗外加試後回饋於兒童職能治療實習學生成效之初探 | zh_TW |
| dc.title | Effectiveness of a Formative Communication Skills Objective Structured Clinical Examination with Feedback after trial for Pediatric Occupational Therapy Interns: A Pilot study | en |
| dc.date.schoolyear | 110-1 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 謝清麟(Hsin-Tsai Liu),傅中珮(Chih-Yang Tseng) | |
| dc.subject.keyword | 兒童職能治療,溝通,形成性OSCE, | zh_TW |
| dc.subject.keyword | Pediatric Occupational Therapy,Communication,Formative OSCE, | en |
| dc.relation.page | 125 | |
| dc.identifier.doi | 10.6342/NTU202104598 | |
| dc.rights.note | 同意授權(限校園內公開) | |
| dc.date.accepted | 2022-01-27 | |
| dc.contributor.author-college | 醫學院 | zh_TW |
| dc.contributor.author-dept | 職能治療研究所 | zh_TW |
| 顯示於系所單位： | 職能治療學系 | |
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