臨床生化學為醫學檢驗之重要核心科目，內容講述體液中生物化學成分變化與疾病之關聯，可提供臨床客觀的診斷依據。然而，本課程內 容繁雜，須倚賴大量記憶，學生普遍發生學習時間不足與成效不彰等問題，進而影響考試表現與學習動機。因此，為提升學習成效，本研 究導入「引導式學習單」作為課後複習工具，協助學生整理重點並加強理解。研究對象為醫技系三年級學生，課程共19單元，其中七個單 元導入學習單，平均分布在四次考試期間。研究評估方式包含課程前後問卷（含學習態度、學習動機、學習信心及自我滿意度）、學習單 成績與質性資料，以及考試成績，據此進行質性與量性統計分析。結果顯示，學習單成績中位數介於90至100分之間，筆試成績中位數落 於69至83分。經卡方檢定結果顯示，使用學習單之課程，其四次考試答對率在第一、第二及期末考顯著高於未使用學習單之課程。學生課前對自我學習表現評估及認為學習單有助於提高學習成效，在課後均顯著提升，質性分析發現，學生反饋學習單有助於掌握上課重點，且不會增加額外課業準備壓力。綜合上述，引導式學習單能有效提升學生學習表現與信心，為臨床生化學課程具成效的輔助學習策略。

Clinical chemistry represents a fundamental discipline within medical laboratory science, emphasizing the correlation between biochemical parameters in bodily fluids and various diseases. This field plays a crucial role in supporting clinical diagnosis. However, the course is frequently considered complex and challenging for students. Students experience difficulties due to limited study time and low learning efficiency, which adversely affects their exam performance and motivation. To enhance learning outcomes, this study implemented guided inquiry-based worksheets as an after-class review tool to help students organize key concepts and deepen their understanding. The participants were third-year medical laboratory science students enrolled in a 19-session course. Guided worksheets were incorporated into seven sessions, spanning four exam periods. Evaluation methods included pre- and post-course questionnaires (covering learning attitude, motivation, confidence, and self-satisfaction), worksheet performance, and written exam scores, which were analyzed using both qualitative and quantitative statistical approaches. The median scores for worksheet activities ranged from 90 to 100, while exam medians ranged from 69 to 83. Chi-squared tests also indicated that courses incorporating guided worksheets achieved significantly higher correct rates in the first, second, and final examinations compared with courses without worksheets. Students also demonstrated significant post-course improve-ments in self-assessed learning performance and perceived learning effectiveness. Qualitative feedback indicated that the worksheets facilitated understanding of key concepts without increasing academic burden. In summary, guided inquiry-based worksheets effectively enhance students’ learning performance and confidence, de-monstrating a positive association and providing an effective supplementary learning strategy for clinical chemistry courses.

引導式學習、複習策略、學習動機、醫學檢驗教育

guided learning, review strategy, learning motivation, medical laboratory science education