數位時代的醫學院課程：臨床教育者與教師的觀點【全球瞭望】 試閱
Medical School Curriculum in the Digital Age: Perspectives of Clinical Educators and Teachers
一、背景：鑑於醫療數位化程度日益增加，有必要重新檢視新加坡醫學院的課程內容。儘管新加坡在數位競爭力方面表現卓越，然而，在培養醫學生適應數位時代的準備工作上，仍存在明顯落差。此外，針對亞洲醫學院應在何種程度上教授數位科技技能，以協助醫學生為未來臨床實務做好準備，目前的研究仍相當有限。本研究以新加坡為案例，探討部分當地臨床教育者和教師對於向醫學生傳授數位科技技能的必要性之觀點。同時，本研究也提出建議，試圖在臨床醫師對數位科技的疑慮與臨床實務所需的數位能力之間，取得平衡。
二、方法：本研究的資料來自對新加坡公私立醫療部門中33位臨床教育者和教師的個別訪談。受訪者透過有目的抽樣法招募，並使用質性主題分析法進行資料詮釋。
三、結果：受訪者包括來自新加坡三所本地醫學院的教務副院長，以及來自多個學科的資深顧問醫師。整體而言，受訪者認為培養醫學生具備數位科技技能有兩大優勢，包括：促進創新文化和提升工作效率。然而，他們也指出傳授這些技能的四大主要顧慮：（一）基本臨床技能的流失；（二）忽略以全人觀點進行醫療的通才取向，包括整體性病人管理、跨專業協作，以及在各專科中維持廣泛實務的承諾；（三）科技進展過於迅速；（四）科技導致醫療的人性化降低。
四、結論：本研究結果顯示，對新加坡的醫學生而言，課程設計應將數位科技的應用與核心臨床技能並重，才能使其獲益。
Background: There is a need to reexamine Singapore’s medical school curricula in light of the increasing digitalization of healthcare. Notwithstanding Singapore’s digital competitiveness, there is a perceived gap in preparing its medical students for the digital age. Furthermore, limited research has evaluated the extent to which skills in using digital technologies should be taught to medical students in Asian medical schools to prepare them for future clinical practice- a gap that is filled by this study. Using Singapore as a case study, it explores the views of some local clinical educators and teachers towards the need to impart skills in digital technologies to medical students. It also offers recommendations on ways to balance the clinicians’ concerns about these technologies with the digital competencies needed for clinical practice.
Methods: Findings were drawn from individual interviews with 33 clinical educators and teachers from Singapore’s public and private healthcare sectors. They were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis.
Results: Participants included vice deans of education from all three local medical schools and senior consultants from a wide variety of disciplines. Overall, they acknowledged two benefits of equipping students with skills in digital technologies including promoting the culture of innovation and improving work efficiency. However, they also highlighted four main concerns of imparting these skills: (i) erosion of basic clinical skills, (ii) neglect of a generalist approach to healthcare characterized by holistic management of patients, inter-professional collaboration, and commitment to breadth of practice within each specialty, (iii) rapid pace of technological advances, and (iv) de-personalisation by technology.
Conclusions: The findings show that medical students in Singapore would benefit from a curriculum that teaches them to use digital technologies alongside core clinical skills.
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