全方位现代医学教育技术与人性价值观之探讨

目的学生学习历程管理系统是阳明大学医学系在医学教育领域全力开发的创举,同时也是本系从过去到未来对本系学生、台湾社会以及全球人类历史充分履行的教育使命。本研究为一多层面、多方位的动态学习历程数据库,以特殊的主动式监测系统与及时自动介入之方式,深入并分层调查、解剖、发掘并研究医学生的内部与外部环境与压力,是否影响医学生学习与精神状态,以资我们做为辅导与资源分配工作之参考。以下报告为本系统计划中分析学生压力来源以及危险因子的一部分结果,并从微观(精神医学与心理之分析)与宏观(社会与历史背景之建构)之角度,阐述此科学结果的意义。方法本历程计算机数据库重点为把每一点时间发展与环境各因素都纳入监测、评估与分析。本研究为学生学习历程管理系统计划的第一步任务:寻找并确立“红旗子”。分析方法以学生自我报告之压力为结局指标变量,了解学生最基本的社经环境因素,尤其是家庭中有无危险因子影响学生学习与精神状态。结果统计结果显示学生学习成就与父母受教育程度有关,其中母亲的教育成就与职业更影响学生的精神压力、人生态度与学习成就。医学生父母的教育程度随年提升,显示医学生入学的家庭社经状态逐年升高,亦呈现社会中个人家庭的婚配状况随大环境与时代改变。结论学生认知过程之间的关连性、家庭情况、社会价值观、精神状态以及学习行为等,皆与周遭时空的变动紧密缠结,然而针对此长期而多面向的研究却十分贫乏。身为医学教育领袖,我们需要培养鸟瞰百里视野之格局,也需有细致锐利之目光。确立红旗子之后,我们更需以阻断危险因子或加强保护因子的方式,实时协助青年学生在成长过渡时期必须同时经历世界全球化与国际化的迅速脉动、社会与家庭环境种种变革的冲击,让学生能够随时重新省思与改变学习方法,在心理上做必要的调适,以培养永续之竞争力。

An Exploration of Omni-bearing Modern Medical Education Technology and the Value of Human Nature

Objectives The Faculty of Medicine of National Yang-Ming University is committed to helping students enhance intellectual, personal, and professional development while fully supporting students during this time of intense training and personal growth. The student portfolio system has sprung from the Faculty's devotion to innovative medical education initiatives and is one attempt to fulfill our obligations to our past and future, to our society and to the rest of the world. The basic approach toward helping students enhance their cognitive, personal and professional development while coping with internal or external environmental stressors would be to identify and provide supportive elements within medical education. In order to achieve the goal, we explore possible factors, both micro and macro elements of the students' environment, which may contribute to their stress, mental disturbances and status attainment. Methods We established a multi-dimensional and multi-functional "student portfolio" framework that integrated dynamic, timely, and continuous exploration as well as modification of students' learning processes, mental status and environmental impact. The first step in this project was to locate and validate students' "red flag": factors that contributed to their stress, mental disturbances and status attainment. Self reports by the students were used for the "risk factor" analyses. Results Status achievement by students was associated with their parents' educational attainment, in particularly the educational attainment of their mothers. This was associated with the student's stress, mental disturbance, attitude toward life and status achievement. The educational attainment of the parents of our students increased yearly, suggesting that the social economic status and marital matching situation of individuals were associated with social environment and time. Conclusions The associations of cognitive processes, family condition, societal values, mental status and learning behaviors are intertwined dynamically with time and environment. However, longitudinal and multi-dimensional research in this area is very limited. It is important for contemporary medical education to develop a framework for the theory and practice of the development of medical students that leads to their attainment of professional, sociological, and psychological competencies. This study suggests that particular social economic status factors may increase the risk that medical students will experience stress, mental disturbances, and status attainment.