Faculty development program for general medicine in Taiwan: Past, present, and future

Lo, Wen-Lin; Lin, Yan-Guang; Pan, Yu-Jen; Wu, Ya-Ju; Hsieh, Ming-Chen

doi:10.1016/j.tcmj.2014.05.002

Cited by 10 publications

(10 citation statements)

References 14 publications

(22 reference statements)

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“…The Severe Acute Respiratory Syndrome (SARS) epidemic in 2003 revealed the years-old defects in Taiwan's health care and medical education systems [1]. After the epidemic subsided, the Ministry of Health and Welfare proposed a plan to reform the training of clinical doctors and officially announced the implementation of the Postgraduate Year Medical Training Project for Training Doctors in Response to the SARS Epidemic in July 2003 [2].…”

Section: Introductionmentioning

confidence: 99%

An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

et al. 2016

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The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students’ learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein’s (1980) theory of reasoned action and Bandura’s self-efficacy to predict and explain the participants’ behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students’ learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire’s related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01), followed by attitude (r = 0.365, P < 0.01) and subjective norms (r = 0.360, P < 0.01.) All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY students’ the learning behavior from “passive learning” to “active learning.”

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Section: Introductionmentioning

confidence: 99%

An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

et al. 2016

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“…Most of the individual goals are in line with the university goals set for the faculty members' promotion. Some researches consider faculty development as all the activities designed and implemented to improve the performance of faculty members in all aspects of work life and professionalism (11)(12)(13)(14), and some researchers have clearly identified individual goals in other aspects of faculty members' life (4,15).…”

Section: Discussionmentioning

confidence: 99%

“…Educational development stresses courses and curricula and helps to improve faculty members' skills to design better educational programs to empower students and prepare the materials and facilities needed for learning by members of the board. It includes activities that ease students' learning, provide educational materials and redefine the curriculum (13,16,17).…”

Section: Educational Aspectmentioning

confidence: 99%

Current Status of Faculty Development of Medical Sciences Universities in Iran: A Qualitative Study

2019

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Background: Higher education institutions and medical universities always need developed faculties to reach their objectives, thus they need plans for empowering the professors. Hence, it is necessary for them to seek and apply the views of the experts on development. Objectives: The present qualitative study aimed to analyze development of faculty members of universities of medical sciences in Iran based on different views of experts. Methods: Some experts in the field of medical educational development were selected using purposive and snowball sampling methods until reaching the theoretical saturation, and underwent semi-structured interviews. The interviews were recorded and transcribed verbatim, and analyzed through qualitative content analysis. Results: The analysis of transcripts yielded 321 initial codes that were classified and summarized according to conceptual similarities and differences. Subthemes of research, educational, leadership and management, specialty, ethical and individual dimensions were observed for the faculty development of medical sciences universities. Conclusions: According to the results of the study, managers and officials are recommended to adopt a comprehensive look at the faculty development plans and consider all its aspects.

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“…Since 2019, in Taiwan, medical students have been required to obtain a medical license after graduation and to finish postgraduate year training (PGY) within 2 years if they decide to receive advanced residency training [ 8 ]. Thereafter, they need to choose a specialization and complete residency training; for this purpose, they apply to several programs all over Taiwan, but many young doctors in the PGY-2 level are unfamiliar with the processes.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Content and Comprehensiveness of Dermatology Residency Training Websites in Taiwan

et al. 2021

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With a growing trend in the popularity of web-based resources, it is important to evaluate residency program websites for providing accurate information for dermatology residency applicants. Little is known about the quality of dermatology residency websites in Taiwan. The aim of the study is to assesses the quality of official websites of dermatology training programs in Taiwan. A literature search for all related studies from inception to 31 July 2020 was performed using PubMed without restriction on language. We used criteria that had 6 domains and 25 items to evaluate 23 official websites of the dermatology training programs in Taiwan from August to September 2020. Of the 23 training programs, only 6 (26%) of the websites met more than half of the criteria. Notably, the items “features of the department” and “comprehensive faculty listing” were included in all websites. The criteria for interview process, board pass rates, social activities and information on the surrounding area were not met by all websites. Evidently, there is much room for improvement for the dermatology training program websites in Taiwan.

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Faculty development program for general medicine in Taiwan: Past, present, and future

Cited by 10 publications

References 14 publications

An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

Current Status of Faculty Development of Medical Sciences Universities in Iran: A Qualitative Study

Analysis of the Content and Comprehensiveness of Dermatology Residency Training Websites in Taiwan

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