遊戲教學：提升醫學生的性別素養與促進同志友善醫療
醫學教育者如何善用教學方法，在教導學生專業學習之際，亦培育學生的性別素養？致力於性別與醫學教育研究的高雄醫學大學教授楊幸真，在〈教育為先：促進同志友善醫療的素養導向課程與遊戲教學〉論文中，分享如何在素養導向醫學教育觀點下，運用遊戲教學，創造一個具吸引力的教學活動，促進學生積極參與學習及提升學生的性別素養。
設計遊戲，教性別也教精神醫學
遊戲學習，是一種參與式的教育取徑，能讓學生一起腦力激盪，解決問題。該研究以精神醫學臨床教育醫學生為研究對象，設計「同志醫療與身心健康」課程及九宮格遊戲。九宮格遊戲除了做為暖身活動，引發學生學習動機外，亦做為學習評量工具，具有前測與形成性評量的功用。九宮格遊戲問題的設計，依循素養導向醫學教育的理念，從知識、態度與技能面向出題，了解學生對於同志醫療及精神健康議題方面的認識。
因為是遊戲，即使不會，也是令人愉快的挫敗感
素養，必須透過學習歷程才可能形成，無法直接灌輸。該研究從學生的回應發現，遊戲教學確實能協助教師整合性別與醫療健康照護知識於遊戲過程之中。更重要的是，對於同志醫療與健康議題而言，因為是遊戲，也較能去除學生給予政治正確的回答，能讓學生對於LGBT的認識，包括正確、錯誤、甚至是偏見，都能在遊戲過程中表露與對話，並藉由互動對話產生有意義的學習。
研究者與授課教師在設計九宮格問題時，原以為有些基本知識是學生一定知道且能夠回答的問題。但是，大多數醫學生不知道同性戀去病化是那一年，許多人不清楚何謂跨性別，以及少數人不知道LGBT代表的內涵。好的遊戲學習，具備挑戰性及令人愉悅挫敗感的特性。因為是遊戲，學生即使答不出來，也不會有挫折感。這種在遊戲之中經歷的挑戰與愉快挫敗感，反而更激發學生學習動力。如學生所言: “就更想知道其他題目是什麼”, “吸引我的注意力”，不僅對於接續的性別與精神醫學概念講解更能專注聆聽，亦達到遊戲學習「探索」的功用，激發學生願意主動思考。
此外，做為教學活動與評量工具的九宮格遊戲，還具有支持學習與教學的功用。前者能發現學生的學習困難或迷思概念，以便適時提供學習鷹架，提升效能感。例如，該課程在遊戲進行之後進行概念教學，其中就包含對於同性戀去病化歷史及LGBT的介紹。課程亦安排同志敘說自身就醫經驗，藉由真實生命經驗敘說，以回應九宮格的問題，促進知識、態度與技能的統整學習。後者乃指遊戲的設計，易讓教師將評量融入教學，使評量成為教學方法與教學活動的一部分，而不是外加於教學的評價工具。
學習成效的提升，必得有策略地運用教學方法
該研究發現，遊戲讓學生有參與感，有效提升學生的學習動機及助益主動學習及知識探索。遊戲同時做為教學活動與評量工具，能落實素養導向教育重視學習過程中的評量與立即回饋。運用遊戲教學，確實能有效引領醫學生學習性別，促進將性別知識、態度與技能等多元能力統合納入精神醫學教育與學習之目標。
本校主要研究者之簡介:高雄醫學大學性別研究所教授楊幸真
研究聯繫Email: yhc@kmu.edu.tw
期刊出處:
Yang, H. C. (2019). Education first: Promoting LGBT+ friendly healthcare with a competency-based course and game-based teaching. International Journal of Environmental Research and Public Health, 17(1), 107; https://doi.org/10.3390/ijerph17010107
研究全文下載:https://reurl.cc/Y6dxEO
Game-Based Teaching: Enhancing Medical
Students’ Gender Competency and Promoting LGBT Friendly Healthcare
How can medical educators make good use
of teaching methods to cultivate medical students’ gender competency while
teaching students psychiatry and healthcare education? Yang Hsing-Chen, a
professor at Kaohsiung Medical University(KMU), who is devoted to the study of
gender and medical education, responded to this question in her paper
“Education First: Promoting LGBT Friendly Health Care with a Competency-Based
Course and Game-Based Teaching.” Using the competency-based medical education
(CBME) perspective and gender courses in psychiatric clinical education, this
research paper explored whether the application of game-based teaching
activities can promote gender learning and improve the gender competency of
students.
Design games to teach gender and
psychiatry
Game-based teaching and learning is a
participatory educational approach in which students brainstorm together to
solve problems. The research course, LGBT Health and Medical Care (LGBT HMC) was
added to KMU psychiatric clinical education training for one academic year.
According to the competency-based course and teaching design ideas, a 3 ×
3-grid game was designed as the warm-up game for LGBT HMC. Apart from
stimulating learning motivation, this game served as an evaluative tool,
functioning as a pretest and formative evaluation. The aim of this game was to
prompt learning motivation. It was designed to assess students’ prior LGBT
knowledge–, which provided feedback informing the adjustment of the course and
the improvement of learning conditions. Those questions of the 3 × 3 grid game
were designed to elicit responses regarding students’ understanding of LGBT
health care and mental health issues and could be answered from the
perspectives of knowledge, attitudes, and skills.
“It’s a game, even if you don’t know
the answer, it’s a pleasant frustration”
Using the 3 × 3 grid game as the
teaching activity aimed to achieve two objectives: to trigger the learning
motivation of students and encourage them to proceed to concept learning and to
prevent lecturing on LGBT concepts from becoming an instance of the “banking
education.” Because competency can only be formed through learning processes
rather than through direct inculcation. Student responses revealed that
game-based teaching can help teachers to convey and integrate gender and
medical knowledge or concepts into a game; students can connect with the course
content and experience knowledge transformation to achieve positive learning
outcomes. With respect to LGBT medical and health care issues, within the
context of a game, students were able to express and discuss their correct,
incorrect, or even biased understanding regarding LGBT communities without
being overly concerned with providing politically correct answers. These
interactions and dialogues led to meaningful learning.
When Professor Yang and her researcher
team and the teachers were designing the questions for the 3 × 3 grid game, the
answers to some of the questions were considered basic knowledge that students
must know and be capable of understanding. Surprisingly, none of these
students, who had already commenced their internships in a hospital, could
state the year in which homosexuality was removed from the classification of
mental diseases. Numerous students did not know what “transgender” meant, and a
few students were unfamiliar with the meaning of LGBT. As previously stated,
successful game-based learning is adequately challenging and pleasantly
frustrating. Experiencing challenges can also be positively stimulating in a
game and provoke learning motivation among students; for example, one student
stated that “You become curious about what the other questions are, and that
draws my attention.” The students were more focused and invested in the
following section of the course, which explained the concepts of LGBT health
issues and psychiatry. The game achieved the exploratory function of game-based
learning and provoked active thinking in students.
This study revealed that the 3 × 3 grid
game, which served as the teaching activity and assessment tool, also supported
learning and teaching. The game helps with learning by identifying difficulties
and misconceptions experienced by students, and this enables the timely
provision of instructional scaffolding to enhance efficacy. For example, the
course was designed to conduct concept teaching after the game, and the
concepts included the history of the removal of homosexuality from the
classification of mental diseases and an introduction to LGBT communities. The
teachers also invited LGBT individuals to the class to share their own medical
experiences. These real-life experiences gave the answers to the questions in
the game and helped the students with the integration of knowledge, attitudes,
and skills. In addition, the game helps teaching because the design of the game
facilitates the integration of assessment into teaching, which makes the
assessment part of the teaching method and teaching activity rather than a
supplementary evaluative tool. In fact, both aspects of the game can enhance
assessment for teaching and exhibit the value of the instant feedback obtained
in CBME and game-based learning.
Use teaching
methods strategically to improve learning effectiveness
The findings of this study were as
follows: (1) Games encouraged student participation and benefited gender
knowledge transmission and transformation through competency learning. (2)
Games embodied the idea of assessment as learning. The enjoyable feeling of
pressure from playing games motivated students to learn. Using games as both a
teaching activity and an assessment tool provides the assessment and instant
feedback required in the CBME learning process. In short, game-based teaching
successfully guides medical students to learn about gender and psychiatry
and achieve the learning goal of
integrating knowledge, attitudes, and skills.
Main
researcher: Professor Hsing-Chen Yang，Graduate Institute of Gender Studies,
Kaohsiung Medical University
Author
Email: yhc@kmu.edu.tw
Paper
cited from:
Yang, H.
C. (2019). Education first: Promoting LGBT+ friendly healthcare with a
competency-based course and game-based teaching. International Journal of
Environmental Research and Public Health, 17(1), 107; https://doi.org/10.3390/ijerph17010107
Research
Paper available online on website: https://reurl.cc/Y6dxEO
