| 摘要: | 醫學教育的目的在於培養尊重生命、視病猶親的醫生，醫學生的人格特質與學習的情況值得重視。本研究以中國醫藥大學為例，問卷調查醫學系一年級至五年級201名自願接受調查的學生為研究對象，進行人格特質與學習狀況之調查研究，研究結果發現，醫學生的人格特質中，現實感的健康特質最強，絕大多數的特質也算頗健康，包含具信任感、正常感、自尊、健康、開朗、外向、穩健、人際和諧，然而焦慮的負面特質較高。醫學生的人格特質與自主性學習呈現低度的負相關，即自主性學習得分低的醫學生，在抑鬱、人際問題、焦慮、衝動、社會內向、自貶、異常等七項人格特質上的表現的得分較高，自主性學習的得分高者，在人格特質的表現為開朗、人際和諧、自在、穩健、外向、自尊及正常。在背景變項與學習經驗在人格特質的差異情形發現：1．醫一學生的現實感較醫二、醫三、醫四差。2．女醫學生較男醫學生憂慮身體健康的問題，焦慮度也較高。3．擔任過醫院義工的同學在慮病的人格特質的表現上較強，沒有在醫院擔任義工的醫學生的人格特質較為自貶。4．學期成績不好的醫學生，較懷有迫害感的憂思，較易呈現不尋常、病態的特質，學期成績好的醫學生較為外向，學期成績最好的醫學生則是內向。根據研究結果提出具體建議供醫學教育及輔導工作參考。
The purpose of medical education is to make medical students to become doctors who can respect lives and treat patients as their family members in their future professional career. According to this, the personal characteristics of medical students and their learning in medical school should be considered. The 201 volunteer medical students from 1(superscript st) year to fourth year in China Medical University were surveyed in this study. The relationship between personal characteristics of medical students and their learning was investigated. The results showed that among their personal characteristics the strongest of healthy characteristics was reality and most of their personal characteristics which included confidence, normality feeling, self-respect, health, optimism, externality, stability and human relationship were fairly healthy. However the negative characteristic of anxiety was higher. The personal characteristics of medical students were negatively correlated with their automatic learning in school. The medical students with lower automatic learning scores had higher scores in depression, interpersonal problems, anxiety, impulse expression, social introversion, self-depreciation, deviation. On the contrary students with higher automatic learning scores were optimistic, stable, self-respectful, external, good in human relationship and normal. From the differences of personal characteristics in the analysis of background and learning experience variables, the following items can be found: (1) The first year students were less realistic than second, third, and fourth year students. (2) The anxiety and health concerns of female students were more than those of male students. (3) The students with hospital volunteer experiences showed stronger characteristic of sickness concerns than those without experiences. Students without experiences were more self-devaluation. (4) Students with bad school scores appeared to be abnormal, sick in characteristics and felt to be forced by others. Students with good school scores were more external, those with the best school scores were more internal. Based on the above findings, profound suggestions will be given for the references of medical education and consulting works. |
