TW201741987A - Compassion evaluation method and tool including checking a keyword in the feedback from testers - Google Patents
Compassion evaluation method and tool including checking a keyword in the feedback from testers Download PDFInfo
- Publication number
- TW201741987A TW201741987A TW105116021A TW105116021A TW201741987A TW 201741987 A TW201741987 A TW 201741987A TW 105116021 A TW105116021 A TW 105116021A TW 105116021 A TW105116021 A TW 105116021A TW 201741987 A TW201741987 A TW 201741987A
- Authority
- TW
- Taiwan
- Prior art keywords
- subject
- question
- cards
- empathy
- feedback information
- Prior art date
Links
Landscapes
- Medical Treatment And Welfare Office Work (AREA)
- Electrically Operated Instructional Devices (AREA)
Abstract
Description
本發明是有關於一種同理心評量方法及教具，特別是指一種用於醫學相關領域之教學的同理心評量方法及教具。The invention relates to an empathy method and teaching aid, in particular to an empathy method and teaching aid for teaching in the medical related field.
近年來，同理心與關懷之人文素養，在愈來愈強調科技化的社會中益顯珍貴，同理能力的培養在醫學相關領域的教育中亦是關鍵能力，然而，同理心是軟實力，而非固定的步驟或操作，如何促進同理能力的最佳學習是教學者一大挑戰，且目前教學系統中未見以同理心為主軸之方法，透過多人實作達到相互檢視之系統化流程亦未見於市面。In recent years, the humanistic literacy of empathy and care has become more and more precious in a society that is increasingly emphasizing science and technology. The cultivation of the same abilities is also a key ability in the education of medical related fields. However, empathy is soft. Strength, not fixed steps or operations, how to promote the best learning of the same ability is a major challenge for the teaching staff, and there is no way to use the empathy as the main method in the teaching system. The systematic process has not been seen in the market.
因此，本發明之其中一目的，在於提供一種用於評估受測者之同理心特質的同理心評量方法，本發明之另一目的，在於提供一種用於評估受測者之同理心特質的同理心評量教具。Therefore, one of the objects of the present invention is to provide an empathy method for evaluating the empathy trait of a subject, and another object of the present invention is to provide a similarity for evaluating a subject. The empathy of the heart is the evaluation of teaching aids.
本發明同理心評量方法用以評量多個受測者，該同理心評量方法包含以下步驟： (A)透過一裁決單元由一情境題庫內的多個題組中挑選其中一題組，並將該題組中的一模擬問題傳達給該等受測者，該模擬問題具有至少一對應的關鍵詞； (B)每一受測者各自根據該模擬問題給予該裁決單元一反饋信息； (C)該裁決單元比對每一受測者給予的該反饋信息中是否包括至少一對應該模擬問題的關鍵詞，若是，則該裁決單元根據該反饋信息中所出現之該關鍵詞的數量，提供該受測者對應該數量之至少一標記，若否，該裁決單元不提供該受測者任何標記；及 (D)統計每一受測者所得之該標記的數量。。The empathy method of the present invention is used to evaluate a plurality of subjects, and the empathy method comprises the following steps: (A) selecting one of a plurality of question groups in a situation question bank through a decision unit a group of questions, and a simulation question in the question group is communicated to the subjects, the simulation question having at least one corresponding keyword; (B) each subject is given the decision unit according to the simulation question (C) the adjudication unit compares at least one pair of keywords that should be simulated in the feedback information given by each subject, and if so, the adjudicating unit according to the key appearing in the feedback information The number of words, providing at least one mark corresponding to the number of the subject, if not, the decision unit does not provide any mark of the subject; and (D) counting the number of the mark obtained by each subject. .
在一些實施態樣中，每一題組包括一第一詞集，及一第二詞集，每一題組的該第一詞集及該第二詞集各具有至少一該關鍵詞，且該第一詞集的關鍵詞與該第二詞集的關鍵詞彼此不同。In some implementations, each question group includes a first set of words, and a second set of words, the first set of words and the second set of words of each question set each having at least one of the keywords, and The keywords of the first set of words and the keywords of the second set of words are different from each other.
在一些實施態樣中，在(A)步驟，該裁決單元亦會告知該等受測者應由一以自我為中心的角度或一以他人為中心的角度給予該反饋信息。In some embodiments, in step (A), the adjudication unit also informs the subjects that the feedback information should be given by a self-centered angle or a person-centered angle.
在一些實施態樣中，該標記分為一第一標記及一第二標記，若其中一受測者以自我為中心的角度給予該反饋信息，且該反饋信息中包括至少一屬於該第一詞集中的關鍵詞，則該裁決單元配給該受測者相對應之數量的該第一標記，若其中一受測者以他人為中心的角度給予該反饋信息，且該反饋信息中包括至少一屬於該第二詞集中的關鍵詞，則該裁決單元配給該受測者相對應之數量的第二標記。In some implementations, the marker is divided into a first marker and a second marker, if one of the subjects gives the feedback information at a self-centered angle, and the feedback information includes at least one belonging to the first The keyword in the word set, the arbitrating unit assigns the first mark corresponding to the number of the test subject, and if one of the test subjects gives the feedback information at an angle centered on others, and the feedback information includes at least one For the keywords belonging to the second word set, the arbitrating unit assigns the second mark corresponding to the number of the subject.
在一些實施態樣中，該裁決單元依照每一受測者所得之第一標記的數量及第二標記的數量之間的比例評量該受測者的同理心特質。In some embodiments, the adjudication unit evaluates the subject's empathy traits according to the ratio between the number of first markers obtained by each subject and the number of second markers.
一種同理心評量教具，適用於一裁判及多個受測者，該同理心評量教具包含一主題卡組、一標記卡組、多個標記卡盒，以及一關鍵詞參考表。該主題卡組包括多張主題卡，每一主題卡具有一正面、一反面、一設置於該正面的模擬問題，以及一設置於該反面的主題圖案，每一模擬問題屬於一情境題庫內多個題組中的其中一題組，並供該等受測者各藉以給予該裁判一反饋信息；該標記卡組包括多張紅標記卡，及多張黑標記卡；每一標記卡盒包括二可容納該等紅標記卡及該等黑標記卡的容置槽；該關鍵詞參考表包括多個關鍵詞，每一關鍵詞對應至該主題卡組之其中一主題卡的模擬問題；該裁判比對每一受測者給予的該反饋信息中是否包括至少一對應該模擬問題的關鍵詞，若是，則該裁判根據該反饋信息中所出現之該關鍵詞的數量，提供該受測者對應該數量之至少一該紅標記卡或該黑標記卡作為一標記，若否，該裁判不提供該受測者任何該紅標記卡或該黑標記卡。An empathy teaching aid is applicable to a referee and a plurality of subjects, and the empathy teaching aid comprises a theme card group, a tag card group, a plurality of tag card boxes, and a keyword reference table. The theme card set includes a plurality of theme cards, each theme card has a front side, a reverse side, a simulation problem disposed on the front side, and a theme pattern disposed on the reverse side, each simulation question belongs to a situational question bank. One of the question groups, and for each of the testees to give the referee a feedback message; the mark card set includes a plurality of red mark cards, and a plurality of black mark cards; each mark card box includes The accommodating slot for accommodating the red tag cards and the black tag cards; the keyword reference table includes a plurality of keywords, each keyword corresponding to a simulation problem of one of the theme cards of the theme card group; The referee compares whether the feedback information given by each subject includes at least one pair of keywords that should simulate the question, and if so, the referee provides the subject according to the number of the keywords appearing in the feedback information. At least one of the red mark card or the black mark card corresponding to the quantity is used as a mark, and if not, the referee does not provide any of the red mark card or the black mark card of the test subject.
在一些實施態樣中，該同理心評量教具還包含多張補充卡，每一補充卡具有一書寫部供書寫模擬問題，以使該補充卡可搭配該等主題卡一併使用。In some implementations, the empathy teaching aid further includes a plurality of supplementary cards, each of the supplementary cards having a writing portion for writing a simulation problem so that the supplementary card can be used together with the theme cards.
在一些實施態樣中，該同理心評量教具還包含多張手卡，並供該等受測者記錄對應之反饋信息。In some implementations, the empathy teaching aid further includes a plurality of hand cards, and the subject records the corresponding feedback information.
本發明同理心評量方法及教具之功效在於：藉由一以客觀之標準評量受測者之同理心的方法，及一可配合該方法使用的教具，除讓裁判依被同理知覺之邏輯論述來回應評量受測者之同理心外，更可使受測者體會被同理的感覺及不被理解時的感受，並且比較以他人為中心與以自我為中心互動的思維方式之差異，達到聚焦題組而激發多元對話的效果。The effect of the empathy method and the teaching aid of the present invention lies in: a method for assessing the empathy of the subject by an objective standard, and a teaching aid that can be used in conjunction with the method, except that the referee is treated similarly The logical discussion of perception responds to the evaluation of the subject's empathy, and allows the subject to experience the feeling of being treated in the same way and the feeling of being ununderstood, and to compare others-centered and self-centered. The difference in the way of thinking reaches the focus of the group and stimulates the effect of multiple dialogues.
參閱圖1，本發明同理心評量方法的一實施例用以評量多個受測者，譬如為學齡兒童、青少年或專業護理人員，該同理心評量方法包含以下步驟。Referring to Figure 1, an embodiment of the empathy method of the present invention is used to measure a plurality of subjects, such as school-age children, adolescents, or professional caregivers. The empathy method includes the following steps.
第一步驟S1：透過一裁決單元由一情境題庫內的多個題組中挑選其中一題組，並將該題組中的一模擬問題傳達給該等受測者，且該裁決單元亦會告知該等受測者應由一以自我為中心的角度，或是一以他人為中心的角度給予一反饋信息。在本實施例中，該裁決單元是由受測者以外的人所擔任之裁判，然而在等效的其他實施態樣中，該裁決單元亦可為一電腦軟體；每一模擬問題中具有至少一虛擬角色處於一假設情況中，而該反饋信息是代表每一受測者針對該虛擬角色所做之反應；每一題組包括一對應該題組的第一詞集，及一對應該題組的第二詞集，該第一詞集及該第二詞集各具有至少一該關鍵詞，且該第一詞集的關鍵詞與該第二詞集的關鍵詞彼此不同；更具體地說，該第一詞集中的關鍵詞是揣摩以自我為中心者的角度給予該反饋信息時較有可能出現的用詞，而該第二詞集中的關鍵詞則是揣摩以他人為中心者的角度給予該反饋信息時較有可能出現的用詞。First step S1: selecting one of the plurality of question groups in a situation question bank through a decision unit, and transmitting a simulation question in the question group to the test subjects, and the decision unit also Inform the subjects that they should give a feedback from a self-centered perspective or a person-centered perspective. In this embodiment, the adjudication unit is a referee served by a person other than the subject, but in other equivalent embodiments, the adjudication unit may also be a computer software; at least each simulation problem has at least A virtual character is in a hypothetical situation, and the feedback information is representative of each subject's reaction to the virtual character; each question group includes a first set of words of a question group, and a pair of questions a second set of words, the first set of words and the second set of words each having at least one of the keywords, and the keywords of the first set of words and the keywords of the second set of words are different from each other; more specifically It is said that the keyword in the first word set is a word that is more likely to appear when the feedback information is given to the self-centered person, and the keyword in the second word set is to try to try to focus on others. The term is more likely to appear when the feedback information is given.
第二步驟S2：每一受測者各自根據該模擬問題給予該裁決單元該反饋信息，在本實施例中，該等受測者給予反饋信息的方式可為書寫或直接以口語表達，然而在等效的其他實施態樣中，若該裁決單元為一電腦軟體，則該等受測者以鍵盤輸入的方式給予該反饋信息。The second step S2: each subject is given the feedback information according to the simulation question according to the simulation question. In this embodiment, the manner in which the subject gives the feedback information may be written or directly expressed in a spoken language. In other equivalent embodiments, if the decision unit is a computer software, the testees give the feedback information by means of keyboard input.
第三步驟S3：該裁決單元比對每一受測者給予的該反饋信息中是否包括至少一對應該模擬問題的關鍵詞，若是，則該裁決單元根據該反饋信息中所出現之該關鍵詞的數量，提供該受測者對應該數量之至少一標記，若否，該裁決單元不提供該受測者任何標記；在本實施例中，該標記分為一第一標記及一第二標記，若其中一受測者以自我中心的角度給予該反饋信息，且該反饋信息中包括至少一屬於該第一詞集中的關鍵詞，則該裁決單元配給該受測者相對應之數量的該第一標記，同理，若其中一受測者以他人中心的角度給予該反饋信息，且該反饋信息中包括至少一屬於該第二詞集中的關鍵詞，則該裁決單元配給該受測者相對應之數量的第二標記。a third step S3: the arbitrating unit compares at least one pair of keywords that should be simulated in the feedback information given by each subject, and if so, the arbitrating unit according to the keyword appearing in the feedback information The quantity provides at least one mark corresponding to the number of the subject, and if not, the decision unit does not provide any mark of the subject; in the embodiment, the mark is divided into a first mark and a second mark If one of the subjects gives the feedback information in an autistic manner, and the feedback information includes at least one keyword belonging to the first word set, the awarding unit assigns the corresponding number of the subject to the The first mark, in the same way, if one of the subjects gives the feedback information from the perspective of the center of the other person, and the feedback information includes at least one keyword belonging to the second word set, the decision unit is assigned to the test subject A corresponding number of second marks.
第四步驟S4：統計每一受測者所得之第一標記的數量或(及)第二標記的數量，具體而言，若僅執行一輪第一步驟S1至第三步驟S3，則每一受測者僅會被分配到第一標記或第二標記其中一種，然而，執行第一步驟S1至第三步驟S3兩輪或以上，且分別進行以自我中心的角度給予反饋信息，以及以他人中心的角度給予反饋信息各至少一次，則同一受測者可能被分配有不定數量的第一標記及第二標記，該裁決單元即可依照每一受測者所得之第一標記的數量及第二標記的數量之間的比例評量該受測者的同理心特質，更具體地說，該裁決單元可依照每一受測者所得之第一標記及第二標記的數量的比值，來評量該受測者是較擅長以自我中心的角度思考，或是較擅長以他人中心的角度思考。Fourth step S4: counting the number of first marks or (and) the number of second marks obtained by each subject, in particular, if only one round of the first step S1 to the third step S3 is performed, each receiving The tester will only be assigned to one of the first mark or the second mark, however, the first step S1 to the third step S3 are performed two rounds or more, and the feedback information is given at a self-centered angle, respectively, and centered by others The angle of the feedback information is given at least once, and the same subject may be assigned an indefinite number of first marks and second marks, and the adjudicating unit may follow the number of the first marks and the second number obtained by each subject. The ratio between the number of markers is used to evaluate the subject's empathy traits. More specifically, the arbitrator unit can evaluate the ratio of the first marker and the second marker obtained by each subject. The subject is better at thinking from an egocentric perspective, or is better at thinking from the perspective of others.
同時參閱圖2至圖4，本發明同理心評量教具之一實施例適用於一裁判及多個受測者，該同理心評量教具包含一主題卡組1、一標記卡組2、多個標記卡盒3(圖2僅示出兩個)、一關鍵詞參考表4、多張補充卡5，以及多張手卡6。Referring to FIG. 2 to FIG. 4, an embodiment of the empathy teaching aid of the present invention is applicable to a referee and a plurality of subjects, and the empathy teaching aid includes a theme card group 1 and a tag card group 2 A plurality of tag cartridges 3 (only two are shown in FIG. 2), a keyword reference table 4, a plurality of supplementary cards 5, and a plurality of hand cards 6.
該主題卡組1包括多張主題卡11，每一主題卡11具有一正面111、一反面112、一設置於該正面111的模擬問題113，以及一設置於該反面112的主題圖案114，每一模擬問題113屬於一情境題庫內多個題組中的其中一題組，並供該等受測者各藉以給予該裁判一反饋信息。在本實施例中，該主題卡組1包括八大主題，分別為內外科、產科、兒科、精神科、特殊單位、癌症病房、實習經驗以及生活經驗，但不以上述所列為限，亦可視需求進行擴充，每一主題卡11各屬其中一主題，也就是說，每一主題卡11之正面111上的模擬問題113及背面的主題圖案114皆對應於其中一主題的情境，以生活經驗主題為例，其中一主題卡11的模擬問題113譬如以下所述：「最近要上台口頭報告的科目有點多，可是我從小口才就不怎麼好呢!」，又或者以精神科為例，其中一主題卡11的模擬問題113譬如以下所述：『「我剛入院，而且是第一次住院，這裡的病人我都不認識，而且他們都好奇怪又好兇，我媽媽要工作沒空來看我，打了電話也沒接，我連一個講話的對象都沒有。」你是照護此個案的護生，你會如何回應？』。The theme card set 1 includes a plurality of theme cards 11, each theme card 11 having a front surface 111, a reverse surface 112, a simulation problem 113 disposed on the front surface 111, and a theme pattern 114 disposed on the reverse surface 112. A simulation question 113 belongs to one of a plurality of question groups in a situation question bank, and is used by the subjects to give the referee a feedback message. In this embodiment, the theme card set 1 includes eight major themes, namely internal surgery, obstetrics, pediatrics, psychiatry, special units, cancer wards, internship experience and life experience, but not limited to the above list, and is also visible The requirements are expanded, and each theme card 11 belongs to one of the themes, that is, the simulation question 113 on the front side 111 of each theme card 11 and the theme pattern 114 on the back side correspond to the context of one of the themes, with life experience. The theme is an example. One of the simulation questions 113 of the theme card 11 is as follows: "There are a lot of subjects to be verbally reported recently, but I am not very good at small eloquence!", or in the case of psychiatry, The simulation problem 113 of a theme card 11 is as follows: "I just entered the hospital, and it was the first hospitalization. I don't know the patients here, and they are so strange and fierce. My mother has no time to work. Look at me, I didn't answer the call. I didn't even have a speech." You are the nursing student who cares for this case. How would you respond? 』.
在本實施例中，該標記卡組2包括多張紅標記卡21以及多張黑標記卡22，且該等紅標記卡21及該等黑標記卡22皆呈心形。In this embodiment, the tag card set 2 includes a plurality of red tag cards 21 and a plurality of black tag cards 22, and the red tag cards 21 and the black tag cards 22 are all in a heart shape.
在本實施例中，每一標記卡盒3包括一可供裁判放置該等紅標記卡21及黑標記卡22的第一容置槽31、一可供受測者放置該等紅標記卡21及黑標記卡22的第二容置槽32，及一可受操作地覆蓋該第二容置槽32的蓋體33。In this embodiment, each of the tag cartridges 3 includes a first receiving slot 31 for the referee to place the red tag card 21 and the black tag card 22, and a red tag card 21 for the subject to place. And a second accommodating groove 32 of the black mark card 22 and a cover 33 operatively covering the second accommodating groove 32.
該關鍵詞參考表4包括多個關鍵詞41，每一關鍵詞41對應至該主題卡組1之一主題卡11的模擬問題113，且每一關鍵詞41是屬於一第一詞集或一第二詞集其中一者。The keyword reference table 4 includes a plurality of keywords 41, each of which corresponds to a simulation question 113 of the theme card 11 of the theme card group 1, and each keyword 41 belongs to a first word set or a One of the second set of words.
每一補充卡5具有一書寫部51供書寫模擬問題113，以使該補充卡5可搭配該等主題卡11一併使用。每一手卡6供該等受測者記錄對應之反饋信息。Each of the supplementary cards 5 has a writing portion 51 for writing a simulation question 113 so that the supplementary card 5 can be used together with the theme cards 11. Each hand card 6 is used by the subjects to record corresponding feedback information.
在本實施例中，該同理心評量教具的使用方法如下所述。In the present embodiment, the method of using the empathy teaching aid is as follows.
首先，該裁判從該主題卡組1中選出任一主題的任一主題卡11，並將該主題卡11上的模擬問題113告知該等受測者，舉例來說，該裁判選出之其中一主題卡11上的模擬問題113譬如以下所述：『在急性精神科病房內，剛入院的小倩說:「我沒病，為什麼把我關在這裡?」，你該如何回應她？』，而在該關鍵詞參考表4上，對應該模擬問題113之第一詞集的關鍵詞譬如包括「不在乎」、「不知道」、「沒病識感」以及「有病」，而對應該模擬問題113之第二詞集的關鍵詞譬如包括「幫助」、「委屈」、「難過」、「可能」以及「是否」，該裁判告知該等受測者該模擬問題113後，亦須告知該等受測者應由一以自我為中心的角度，或是一以他人為中心的角度給予一反饋信息。First, the referee selects any theme card 11 of any subject from the theme card set 1 and informs the subjects of the simulated question 113 on the theme card 11, for example, one of the judges selected The simulation question 113 on the theme card 11 is as follows: "In the acute psychiatric ward, Xiaoqian, who was just admitted to the hospital, said, "I am not sick, why am I locked here?" How do you respond to her? 』, and in the keyword reference table 4, the keywords corresponding to the first word set of the simulated question 113 include, for example, "don't care", "don't know", "not feeling sick" and "ill", but The keywords of the second set of questions in question 113 should be simulated, including "help", "grievance", "sadness", "possible" and "whether". The referee must inform the subjects of the simulated problem 113 and Inform the subjects that they should give a feedback from a self-centered perspective or a person-centered perspective.
接著，每一受測者各自根據該模擬問題113給予該裁判該反饋信息，為避免該反饋信息是參考其他受測者而改變，當接受到模擬問題113後，每一受測者隨即於手卡6記載對應之反饋信息，並依手卡6之記載向該裁判說明其反饋信息以維持公平性。Then, each subject gives the referee the feedback information according to the simulation question 113, in order to avoid the feedback information being changed with reference to other subjects, after receiving the simulation question 113, each subject is immediately The card 6 records the corresponding feedback information, and describes the feedback information to the referee according to the description of the hand card 6 to maintain fairness.
然後，該裁判藉由該關鍵詞參考表4，比對每一受測者給予的該反饋信息中是否包括至少一對應該模擬問題113的關鍵詞。例如針對前述所舉例之該模擬問題113，該裁判要求該等受測者以自我中心的角度給予一反饋信息，而受測者A給予「我不知道，但妳一定是有病。」的反饋信息，則該反饋信息中具有二屬於該第一詞集的關鍵詞(「不知道」以及「有病」)，故該裁判分配二張黑標記卡22給該受測者A。又例如針對同一模擬問題113，該裁判要求該等受測者以他人中心的角度給予一反饋信息，而受測者B給予「妳是否覺得委屈，需要幫助呢？」的反饋信息，則該反饋信息中具有三屬於該第二詞集的關鍵詞(「幫助」、「委屈」以及「是否」)，故該裁判分配三張紅標記卡21給該受測者B。Then, the referee refers to Table 4 by the keyword, and compares whether the feedback information given by each subject includes at least one pair of keywords that should simulate the question 113. For example, for the simulation problem 113 exemplified above, the referee requires the subjects to give a feedback message at an autistic angle, and the subject A gives "I don't know, but the cockroach must be ill." For the information, the feedback information has two keywords belonging to the first word set ("I don't know" and "ill"), so the referee assigns two black mark cards 22 to the subject A. For example, for the same simulation question 113, the referee requires the testees to give a feedback message from the perspective of the center of the other person, and the tester B gives feedback information, "Do you feel aggrieved, need help?" The message has three keywords belonging to the second set of words ("help", "grievance" and "whether"), so the referee assigns three red mark cards 21 to the subject B.
最後，該裁判統計每一受測者所得之第一標記的數量或第二標記的數量，在本實施例中，該等紅標記卡21即代表第一標記，而該等黑標記卡22則代表第二標記，具體而言，該裁判可依照每一受測者所得之紅標記卡21及黑標記卡22的數量之間的比例，來評量該受測者的同理心特質，譬如，該受測者A所得之黑標記卡22數量大於紅標記卡21之數量，而該受測者B所得之紅標記卡21數量小於黑標記卡22之數量，則可判斷該受測者A較擅長以自我中心的角度思考，而該受測者B較擅長以他人中心的角度思考。Finally, the referee counts the number of first marks or the number of second marks obtained by each subject. In the present embodiment, the red mark cards 21 represent the first mark, and the black mark cards 22 Representing the second indicia, in particular, the referee may evaluate the subject's empathy trait according to the ratio between the number of red tag cards 21 and black tag cards 22 obtained by each subject, such as The number of the black mark cards 22 obtained by the subject A is greater than the number of the red mark cards 21, and the number of the red mark cards 21 obtained by the test subject B is smaller than the number of the black mark cards 22, and the subject A can be judged. He is better at thinking from a self-centered perspective, and the subject B is better at thinking from the perspective of others.
綜上所述，本新型同理心評量教具使裁判能以一客觀之標準評量受測者之同理心，並體會被同理的感覺及不被理解時的感受，也使受測者能比較以他人為中心與以自我為中心互動的思維方式之差異，並藉由贏得標記卡來學習如何以具有同理心的方式思考，故確實能達成本新型之目的。In summary, the new empathy teaching aids enable the referee to measure the empathy of the subject with an objective standard, and to experience the feeling of being treated in the same way and the feeling when not being understood, and also to be tested. People can compare the differences between others-centered and self-centered ways of thinking, and learn how to think in an empathetic way by winning the tag card, so it can achieve the purpose of this new type.
惟以上所述者，僅為本發明之實施例而已，當不能以此限定本發明實施之範圍，凡是依本發明申請專利範圍及專利說明書內容所作之簡單的等效變化與修飾，皆仍屬本發明專利涵蓋之範圍內。However, the above is only the embodiment of the present invention, and the scope of the invention is not limited thereto, and all the equivalent equivalent changes and modifications according to the scope of the patent application and the patent specification of the present invention are still The scope of the invention is covered.
S1‧‧‧第一步驟
S2‧‧‧第二步驟
S3‧‧‧第三步驟
S4‧‧‧第四步驟
1‧‧‧主題卡組
11‧‧‧主題卡
111‧‧‧正面
112‧‧‧反面
113‧‧‧模擬問題
114‧‧‧主題圖案
2‧‧‧標記卡組
21‧‧‧紅標記卡
22‧‧‧黑標記卡
3‧‧‧標記卡盒
31‧‧‧第一容置槽
32‧‧‧第二容置槽
33‧‧‧蓋體
4‧‧‧關鍵詞參考表
41‧‧‧關鍵詞
5‧‧‧補充卡
51‧‧‧書寫部
6‧‧‧手卡S1‧‧‧ first step
S2‧‧‧ second step
S3‧‧‧ third step
S4‧‧‧ fourth step
1‧‧‧Themes deck
11‧‧‧ theme card
111‧‧‧ positive
112‧‧‧n
113‧‧‧Simulation issues
114‧‧‧ theme pattern
2‧‧‧Marking card group
21‧‧‧Red Mark Card
22‧‧‧Black Mark Card
3‧‧‧mark card box
31‧‧‧First accommodating slot
32‧‧‧Second accommodating slot
33‧‧‧ cover
4‧‧‧Keyword Reference Table
41‧‧‧ Keywords
5‧‧‧Supplement card
51‧‧‧ writing department
6‧‧‧Hand card
本發明之其他的特徵及功效，將於參照圖式的實施方式中清楚地呈現，其中： 圖1是本發明同理心評量方法之一實施例的一流程示意圖； 圖2是本發明同理心評量教具之一實施例的一立體示意圖； 圖3是該實施例之一主題卡的一正面示意圖；及 圖4是該實施例之該主題卡的一反面示意圖。Other features and effects of the present invention will be apparent from the embodiments of the present invention, wherein: FIG. 1 is a schematic flow diagram of an embodiment of the method for measuring the same principle of the present invention; FIG. 2 is the same as the present invention. Figure 3 is a front elevational view of one of the subject cards of the embodiment; and Figure 4 is a reverse side view of the subject card of the embodiment.
S1‧‧‧第一步驟 S1‧‧‧ first step
S2‧‧‧第二步驟 S2‧‧‧ second step
S3‧‧‧第三步驟 S3‧‧‧ third step
S4‧‧‧第四步驟 S4‧‧‧ fourth step
Claims (8)
Priority Applications (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| TW105116021A TWI642023B (en) | 2016-05-23 | 2016-05-23 | Empathy method |
Applications Claiming Priority (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| TW105116021A TWI642023B (en) | 2016-05-23 | 2016-05-23 | Empathy method |
Publications (2)
| Publication Number | Publication Date |
|---|---|
| TW201741987A true TW201741987A (en) | 2017-12-01 |
| TWI642023B TWI642023B (en) | 2018-11-21 |
Family
ID=61230047
Family Applications (1)
| Application Number | Title | Priority Date | Filing Date |
|---|---|---|---|
| TW105116021A TWI642023B (en) | 2016-05-23 | 2016-05-23 | Empathy method |
Country Status (1)
| Country | Link |
|---|---|
| TW (1) | TWI642023B (en) |
Family Cites Families (2)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| US20080154894A1 (en) * | 2006-12-20 | 2008-06-26 | Annlar, Inc. | System for cross-acquisition of physiological and psychological information |
| US20140278506A1 (en) * | 2013-03-15 | 2014-09-18 | Contagious Change LLC | Automatically evaluating and providing feedback on verbal communications from a healthcare provider |
-
2016
- 2016-05-23 TW TW105116021A patent/TWI642023B/en not_active IP Right Cessation
Also Published As
| Publication number | Publication date |
|---|---|
| TWI642023B (en) | 2018-11-21 |
Similar Documents
| Publication | Publication Date | Title |
|---|---|---|
| Bambini et al. | Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment | |
| Liaw et al. | Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration | |
| Sharoff | Critique of the critical incident technique | |
| Bailey | Medical and psychological models in special needs education | |
| Kocdar et al. | Analysis of the Difficulty and Discrimination Indices of Multiple-Choice Questions According to Cognitive Levels in an Open and Distance Learning Context. | |
| Ikah et al. | Clinical vignettes improve performance in anatomy practical assessment | |
| Alkureishi et al. | Electronic-clinical evaluation exercise (e-CEX): a new patient-centered EHR use tool | |
| Shaw et al. | Measuring racial competence in athletic academic support staff members | |
| Haut et al. | Using high-fidelity simulation to teach acute care pediatric nurse practitioner students | |
| Coster | Embracing ambiguity: Facing the challenge of measurement | |
| Jonas et al. | Synesthesia, sequences, and space | |
| D'Costa | The validity of credentialing examinations | |
| Zakaria et al. | Measurement of effectiveness of clinical learning environment for nursing faculty students at Mansoura University, Egypt | |
| Longo et al. | Comparing stimulus equivalence‐based instruction to self‐study of videos to teach examples of sign language to adults | |
| Artim et al. | Attributes of effective clinical teachers in dental hygiene education | |
| Hsiao et al. | Hierarchy and reliability of the preschool language scales–fifth edition: Mokken scale analysis | |
| TWI642023B (en) | Empathy method | |
| Bickford et al. | Evaluation of a nursing informatics training program shows significant changes in nurses’ perception of their knowledge of information technology | |
| Till et al. | Constructing and evaluating a validity argument for the final-year ward simulation exercise | |
| Khodadady | Factors underlying characteristics of effective English language teachers: Validity and sample effect | |
| TWM532070U (en) | Empathy-evaluation teaching aids | |
| Aster et al. | Use of a serious game to teach infectious disease management in medical school: effectiveness and transfer to a clinical examination | |
| Cheung et al. | Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy | |
| White | Cognitive characteristics for learning C++ | |
| Alaei et al. | Teachers’(dis) respect for English Language Learners: Developing a cross-cultural model |
Legal Events
| Date | Code | Title | Description |
|---|---|---|---|
| MM4A | Annulment or lapse of patent due to non-payment of fees |