高雄醫學大學為了培養醫學系學生具備融通理論與實務的科學應用能力，從九十 八學年度開始，實施物理課程教學之改革，由課程改革小組規劃畫，整合普通物理 與醫學科學課程，由物理、及醫學專業教師進行協同教學，期望對醫學系學生在學 習物理課程時，有更高的學習興趣及更實際的應用。 課程的設計，將物理學領域分成八個單元，分別是：力學、流體力學、熱力學、 波動學、電磁學、光學、生物電學及放射物理學，先由物理老師實施物理基礎理論 教學後，安排相關領域的專科醫生指導物理在醫學上的應用。 本課程設計實施一年，以問卷對參與本課程學生之學習興趣與心得進行意見調 查，結果顯示： 1. 認為對物理學課程有幫助之教學設計單元依次為 放射物理學，生物電學，力學，光學，流體力學，波動學，電磁學，熱力學 2. 有關能提高學習興趣之教學設計單元依次為 放射物理學，生物電學，光學，電磁學，力學，波動學，流體力學，熱力學 3. 認為會增加學習物理的理解能力之教學設計單元依次為 放射物理學，生物電學，光學，流體力學，熱力學，力學，波動學，電磁學4. 在醫學專題內容中，能夠學到原理應用之教學設計單元依次為 力學，放射物理學，流體力學，波動學，光學，生物電學，電磁學，熱力學 5. 考試的內容能與上課內容配合之教學設計單元依次為 放射物理學，力學，熱力學，光學，生物電學，流體力學，電磁學，波動學 6. 認為教學內容設計，對將來學習醫學專業有幫助之教學設計單元依次為 放射物理學，生物電學，光學，力學，流體力學，電磁學，波動學，熱力學

In order to foster the medical students’ capability of scientific application to the unity of physics theory and practice, Kaohsiung Medical University has been conducting a physics curriculum reform program since the academic year of 2010. A curriculum reform team was in charged to plan and integrate the Physics and Medical Sciences courses. Accordingly the physics teachers and medical professional teachers were arranged to lecture collaboratively. It is expected to inspire the students’ interest in learning physics courses with more practical applications. The curriculum was designed by dividing the courses of physics into eight major units, which include Mechanics, Fluids, Thermodynamics, Wave Motion, Electromagnetism, Optics, Bio-Electricity and Radiation Physics. The physics teachers were arranged to teach the basic theories of each unit first, and then followed by the instructions of medical applications by the specialists from pertinent field. The program had been implemented for one year, and subsequently an opinion survey was conducted via questionnaire to those students who had attended the courses of the program for tracking what they were interested in and had experienced from the courses. The results showed that: 1. The curriculum design units that were considered to be more helpful in physics teaching are, in sequence, Radiation Physics, Bio-Electricity, Mechanics, Optics, Fluids , and Wave Motion. 2. The units that were considered to inspire the learning interest are, in sequence, Radiation Physics, Bio-Electricity, Optics, Electromagnetism, Mechanics, Wave Motion, Fluids, and Thermodynamics. 3. The units that were considered to enhance the comprehension of physics are, in sequence, Radiation Physics, Bio-Electricity, Optics, Fluids, Tthermodynamics, Mechanics, Wave Motion, and Electromagnetism. 4. The units that were considered to be more helpful for learning the application of the theories in specific medical topics include, in sequence, Mechanics, Radiation physics, Fluids,Wave Motion, Optics, Bio-Electricity, Electromagnetism, and hermodynamics. 5. The units that were considered to be more in harmony with the examination contents are, in sequence, Radiation Physics, Mechanics, Thermodynamics, Optics, Bio-Electricity, Fluids, Electromagnetism, and Wave Motion. 6. The units that were considered be more helpful to the medical specialties in the future are, in sequence, Radiation Physics, Bio-Electricity, Optics, Mechanics, Fluids, Electromagnetism, Wave Motion, and Thermodynamics.