隨著批判性思考與資料檢索能力受到公共衛生領域的重視，大學生經常面臨學術文獻理解困難及將理論應用於公共衛生實務的能力，是以傳統的期刊文獻檢索與閱讀教學策略已逐漸無法符應大學生的實際需求。本研究旨在導入敘事探究與業師協同教學創新方法，提升學生在期刊文獻檢索與閱讀方面的學習參與度與成效。本研究以中部某醫學大學公共衛生系二年級學生為研究對象，參與一學期創新課程與教學，透過敘事探究以引導學生反思學習歷程與提升學習動機，藉由業界專業人士的案例教學協助學生連結學術知識與實務應用。研究者發展期刊引用報告使用及基本認知、期刊搜尋能力及論文閱讀成效量表、學習單、分組資料庫搜尋報告及個人敘事報告作為研究工具。學習感受量表、學習單成績、分組報告之業師評分及同儕互評等資料，使用 Excel 量化並以描述性統計針對學習成效進行資料分析；而學生回饋及期末報告同儕意見以初級資料作為教師及學生的改進參考，敘事報告則運用斷詞與詞句彙整收集資料，加以分類並重點提煉關鍵詞句。本研究顯示，學生在文獻搜尋技、閱讀理解與資料庫應用能力皆有明顯提升。敘事報告分析指出，學期初期有 39.2%的學生表示「看不懂專業內容」，參與一學期的創新課程訓練後，42.9%的學生認為自己在文獻搜尋、資料整合及學術寫作等能力有明顯進步。學生普遍認為敘事探究有助於深化對公共衛生議題的理解，而業師協同教學則能有效提升學習動機與課程參與度。本研究發現，敘事探究與業師協同教學可有效應用於公共衛生期刊文獻檢索與閱讀課程中，不僅能強化學生的學術能力，更可提升了自主學習與未來研究探索的意願。本研究建議未來可持續優化課程設計，增加輔導資源並強化同儕互動，以進一步提升學生對於共衛生專業領域的深度學習與未來專業發展能力。

As critical thinking and information retrieval skills gain importance in public health education, traditional methods for teaching journal article searching and reading are becoming less effective. Students often struggle with understanding academic literature and applying theories to real-world issues. This study introduced two innovative approaches—narrative inquiry and collaborative teaching with industry professionals—to enhance students' learning outcomes and engagement. Undergraduate public health students participated in a course that included personal narrative exercises, expert lectures, database training, and group discussions. Narrative inquiry guided students to reflect on their learning experiences, while real-world cases shared by professionals helped connect academic knowledge to practice. Learning outcomes were evaluated using pre- and post-course surveys, practical worksheets, group search reports, and narrative report analysis. Participants in this study were second-year undergraduate students from the Department of Public Health at a medical university in central Taiwan. Research instruments included a pre- and post-course questionnaire developed using Google Forms, individual worksheet assignments, group-based database search reports, and personal narrative reports. Data analysis was conducted using Excel for quantitative data, assignment grading and peer evaluation scores for performance assessment, and word segmentation and phrase categorization techniques for analyzing narrative responses. Results showed significant improvement in literature searching, reading comprehension, and database skills. Initially, 39.2% of students reported difficulty understanding academic content. After the course, 42.9% of students noted clear progress in searching, data integration, and academic writing skills. Students agreed that narrative inquiry deepened their understanding of public health issues, while collaborative teaching increased their motivation and participation. In conclusion, combining narrative inquiry with industry collaboration effectively improves students' academic abilities and encourages self-directed learning in public health journal searching and reading courses. Future efforts should continue refining course design, offering support resources, and promoting peer interaction to enhance deep learning and professional development.

公共衛生領域期刊閱讀；敘事探究；業師協同教學、學習成效

journal reading; narrative inquiry; academia-industry collaborative teaching; learning effectiveness