| Summary: | 碩士 === 國立臺灣大學 === 商學組 === 103 === Cultivating high standard physician affects quality of patient care and subsequently health promotion to our fellow citizens. Along with the economic development and social progress, the health care environment is becoming more complex. School of medicine of medical university is responsible for the medical education before medical student graduation. Therefore, to meet the people and social expectations, it is imperative that school of medicine requires constant progress and innovation.
Under the ideas of integration, multivariate, and self-directed learning, curriculum reform in School of Medicine of Taipei Medical University was started since 2009. Multi-disciplinary curriculum for year 3-4 medical students was shifted into organ-system-based curriculum which integrated basic and clinical knowledge. To let the year 5 medical students encounter the clinical environment earlier, 47 core clinical skills and case-based discussion curriculum were engaged in our teaching hospitals. Novel iOSCE which combined standardized patients and computer programs was added for the year 6 medical students to promote self-direct learning. TRM which includes small group discussion and simulation programs was implicated for the year 7 medical students to familiar with real clinical situations. Using qualitative and quantitative methods, we demonstrate that curriculum reform in School of Medicine of TMU is more effective for clerkship (year 5-6) students. Moreover, for the clerkship, the course satisfaction is significantly associated with the increased passing rate for the stage one national physician examination of Taiwan.
In this study, we also apply VPS (vision, positioning, scenario) innovation theory to demonstrate the feasibility of medical education reform for medical students either learning at school or hospital before graduation. The vision, position, and scenario of our curriculum reform fit the cores of innovation: 「Never thought of before」,「Impossible makes possible」 and 「Heart-touching」, respectively. Finally, under present health care environment, we examine the advances of medical care and information technology, the trend of cloud infrastructure development, and the possibility of social sharing and online collaboration to explore the sources for repetitive innovations. We then use value creation cycle to show how we plan and implement the future training for residents and medical students with the notion that the discovery, creation and realization of value will be a continued cycling process.
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