[[alternative]]A Study on the Effects of Life-and-Death Education for the Life Attitude of the Medical Student--As Freshmen at a University

[[abstract]] 本研究的主要目的在規劃並實施適合醫學院學生實施的生死教育課程，藉由深度訪談及生命態度量表的施測，以了解生死教育課程對醫學院學生生命態度之影響。 本研究採前實驗研究法單組前後測設計，以國立成功大學92學年度醫學系一年級學生一班共64人為對象，實施十八個單元的生死教育課程，每週2節課，共16週（32小時）。本研究在量化研究部分，使用的評量工具為謝曼盈（2003）編製之生命態度量表，所得資料以次數分配計算及重複量數單因子變異數進行統計分析；在質性研究部分，研究者立意取樣六名醫學生為訪談對象，以半結構式訪談指引，進行深度訪談並輔以「訪談逐字稿」、「訪談分析記錄」「單元學習單」及「課程總回饋單」做為評量生死教育課程對醫學生生命態度之影響。 本研究結果歸納如下：一、生死教育課程對醫學生的生命態度具有正向立即性與持續性之影響效果。在訪談分析結果的改變為：對生活目標的改變（迷惘→確立）；對生活態度的改變（得過且過→積極進取）。對生命自主的改變（缺乏自主意識→主導生命，自行負責）。對存在感的改變（空虛茫然→肯定自己存在的意義與價值）：對死亡態度的改變（逃避→正向看待）：對生命經驗的改變（逃避→正向接納）。二、生死教育課程對醫學生生命態度量表中的「生命自主」具立即影響，但無持續性影響效果。三、生死教育課程對醫學生生命態度量表中的「愛與關懷」雖不具立即影響，但具有持續性影響效果。。四、生死教育課程能達到預定之教學目標。五、生死教育課程對本研究的醫學生具教學成效。六、生死教育課程在醫學院有實施之必要性。 根據上述研究結果，研究者提出具體數項具體可行之建議，俾供國內從事相關研究及實務工作者之參考。[[abstract]] The main purpose of this study is to plan and implement the life-and-death education program suitable for at medical schools to understand the effect of life-and-death education program on the life attitude of the medical students at medical school via deep interview and implementing the life attitude scale test. The study examines the same group before and after teaching, and focuses on 64 medical freshmen in National Cheng Kung University to implement the 18-unit life-and-death education courses. The researcher in person taught the life-and-death program two sessions every week to the students of the experimental group for 16 weeks (32 hours). In the part of quantitative research, the Man-Ying, Hsieh’s (2003) life attitude scale is used as the commenting material. The information received is allotted and calculated according to the frequency and statistically analyzed according to one-way repeated measures ANOVA. In the part of qualitative research, the researcher determined to pick 6 students as the interviewees, and conduct the interviews of semi-structure to proceed deep interviews with the assistance of “word-for-word interview draft”, “interview analysis records”, “unit learning list”, and the “complete repayment list of the courses” to comment on the effect of the life-and-death education courses on the life attitude of the medical freshmen. Results of the study are concluded as follows: 1. The life-and-death program imposes positive and immediate and sustaining effect upon the medical freshmen towards the life attitude. The changes of the interview analysis outcomes are the change of life goal (maze → substantive), life attitude (sort → enterprising), life independence (lack of independent consciousness → voluntarily is responsible), existence feeling (void → definitely own exist significance and value), death attitude (evades faces → positive acceptance),life experience (avoid → positive admitting). 2. Although the life-and-death education program has the immediate effect on the “life independence” of the life attitude scale of the medical students, it doesn’t have the effect of postponement. 3. Although the life-and-death education program doesn’t have the immediate effect on the “loves with the concern” of the life attitude scale of the medical students, it has the effect of postponement. 4. The established teaching objectives of the life-and-death program can be accomplished. 5. The life-and-death education program has the necessity of the implementation. 6. The life-and-death education program has the educational effect on the medical students. According to the above-mentioned research, we propose concrete suggestions to domestic relative researches and practice workers as the reference