醫學系學生同理心及其相關因素研究---以某醫學大學學生為例

Abstract

本論文研究目的在於探討影響醫學系學生同理心的相關因素。本研究採調查研究法，以某醫學大學醫學系一至六年級學生為研究母群體，採分層隨機抽樣，樣本共398名。探討性別、年級、選修生命教育課程等背景變項和苦難覺察及個人宗教性等因子對同理心之影響，並探討同理心之預測因子。 研究對象中男生226名（56.8％），女生172名（43.2%）。以二因子變異數分析，分別進行背景變項於效標變項之影響研究結果發現： 一、性別在苦難覺察有顯著差異，而個人宗教性及同理心無差異。 二、年段於苦難覺察、個人宗教性與同理心均呈現中年段（三、四年級）高於低年段（一、二年級） 和高年段（五、六年級），而低年與高年段之間沒有差異。 三、選修生命教育課程與年段對苦難覺察與同理心呈現顯著交互作用，對苦難覺察，中年段選修生命教育課程者其苦難覺察低於未修課者，在沒有選修生命教育課程者當中，中年段的苦難覺察高於低年級與高年級。對同理心則是，有選課者中年段同理心高於低年段，沒有選修生命教育課程者中年段的同理心高於低年段與高年段；在低年段有選修生命教育課程者同理心高於未選修者。 四、苦難覺察中之「罪責論斷」、「良善歸因」和「同理關懷」，及個人宗教性中的「術數行為」為同理心的影響因子。 本研究針對各背景變項與效標變項間對同理心之影響及未來醫學生生命教育課程應考慮方向加以討論。

The purpose of this survey was to explore the influence of suffering awareness, religiosity, life education, sex, and year in school on empathy of medical students. 398 medical students, a stratified random sample, 226 male (56.8%) and 172 female (43.2%), were recruited from a medical school year 1 through year 6 students. A two-way ANOVA and regression were used to analyze the relation among variables. The results found:(1) the scored none significantly in awareness of suffering, religiosity and empathy of the gender. (2) Group 2, year 3& 4, scored significantly higher than group 1, year 1 & 2, and group 3, year 5 & 6, in awareness of suffering, religiosity and empathy. (3) Life education significantly interacted with year in school in awareness of suffering and empathy. In awareness of suffering, in group 2 those students took life education scored significantly lower than those didn’t; among those who didn’t take life education group 2 scored significantly higher than group 1 & 3. In empathy, among those who took life education group 2 scored significantly higher than group 1; among those who didn’t take life education group 2 scored significantly higher than group 1& 3; in group 1, those who took life education scored significantly higher than those didn’t. (4) Department preference, positive attribution and empathy caring subscales of awareness of suffering, and alchemical behavior subscale of religiosity, are found to be valid predictors of medical students’ empathy. The influence of tested variables on empathy as well as their application to future medical education were also discussed.