本研究主要探究醫學系學生的醫學知識觀點、學習概念、學習方法以及自我效能。並探究醫學系學生的醫學知識觀點是否會影響醫學系學生的學習概念、醫學學習方法以及醫學自我效能。
本研究針對全台灣北、中、南，共九所醫學院的的醫學生進行質性與量化的研究分析，在質性部份，訪談對象主要是大五到大七的同學；量化研究則主要是以全台醫學系大一到大七的同學進行量表調查。
結果顯示，醫學系學生的醫學學習概念經質性與量化混合式的研究發現有二個新的項度：技巧獲得與溝通，且經驗證性因素分析發現應用理解合併為一個項度；此外，本研究也藉由SEM （結構方程式） 探討醫學生之醫學知識觀點、學習概念、學習方法以及自我效能之間的關連性。

This study examined the relationships among the medical students’ medical epistemic beliefs, conceptions of and approaches to learning medicine, and their academic self-efficacy. This study explored 1050 medical students from 9 medical universities in Taiwan. The interview data gathered from the medical students was analyzed by the qualitative method. Four questionnaires were developed and utilized to survey the medical students. The results showed that the students’ conceptions of learning medicine were categorized eight dimentions: learning medicine as memorizing, preparing for tests, practical training, skill acquisition, the increase of knowledge, applying and understanding, seeing in a new way, and communication. Exploratory factor analyses revealed that the four questionnaires are adequately reliable and valid for medical students. In addition, the SEM analyses revealed that students’ medical epistemic beliefs were viewed as predictors to predict their conceptions of and approaches to learning medicine and their academic self-efficacy.

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