Liao Hung-Chang, Wang Ya-Huei
Department of Health Services Administration, Chung Shan Medical University, Taiwan; Department of Medical Education, Chung Shan Medical University Hospital, Taiwan.
Department of Applied Foreign Languages, Chung Shan Medical University, Taiwan; Department of Medical Education, Chung Shan Medical University Hospital, Taiwan
Psychol Rep. 2016 Apr;118(2):441-65. doi: 10.1177/0033294116636529. Epub 2016 Mar 16.
This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency.
本研究考察了在互补学习小组中学习文学的学生与传统学习小组中的学生相比，在医学人文素养、批判性思维能力和英语水平方面是否会有更大的提高。93名学生参与了该研究（平均年龄=18.2岁，标准差=0.4；36名男性，57名女性）。在16周的时间里采用了准实验设计，对照组（n=47）在传统学习小组中学习，实验组（n=46）在互补学习小组中学习。互补学习小组是指个体具有互补优势，使他们能够相互学习并为其他小组成员提供帮助的小组，理论上有助于学习过程。测量工具包括医学人文素养量表、批判性思维倾向评估、英语水平测试和分析性批判性思维评分量表。结果表明，互补学习小组有提高学生医学人文素养、批判性思维能力和英语水平的潜力。
